Assessing the transitions to middle and high school
Assessing the transitions to middle and high school
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DOI：
10.1177/0743558403258113
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发表时间：
2004-01-01
影响因子：
2
通讯作者：
Olsen, JA
中科院分区：
文献类型：
--
作者：
Barber, BK;Olsen, JA
本研究评估了变化的模式，在感知学校和青年功能，并在多大程度上感知变化的学校环境预测改变青年功能，在连续四个年级的过渡，其中两个涉及过渡到一个新的学校。青少年报告说，在每个年级过渡期，学校环境质量下降，学术/个人/人际交往功能下降。这种模式在从六年级到七年级的过渡阶段最为明显，这种过渡并不对应于向中学的过渡，而是对应于从中学一年级的小家庭豆荚到八年级更典型的中学环境的转变。分析表明，感知变化的几个要素的学校环境（最强烈的，感知变化的教师支持）显着解释学生的学术水平，个人和人际功能的变化。
This study assessed patterns of change in perceived school and youth functioning, and the extent to which perceived change in the school environment predicted changed youth functioning, across four consecutive grade transitions, two of which involved the transition to a new school. Youth reported decreased quality of the school environment and decreased academic/personal/interpersonal functioning at every grade transition. This pattern was most pronounced at the transition from sixth to seventh grade, a transition that did not correspond to the transition to middle school but did correspond to the move from small family pods during the first year of middle school to the more typical middle school environment in the eighth grade. Analyses revealed that perceived change in several elements of the school environment (most strongly, perceived change in teacher support) did significantly explain changes in levels of student academic, personal, and interpersonal functioning.