A Longitudinal Examination of the Transition into Senior High School for Adolescents from Urban, Low-Income Status, and Predominantly Minority Backgrounds
A Longitudinal Examination of the Transition into Senior High School for Adolescents from Urban, Low-Income Status, and Predominantly Minority Backgrounds
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DOI：
10.1023/a:1005140631988
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发表时间：
2000-08
影响因子：
3.1
通讯作者：
O. Reyes;K. Gillock;K. Kobus;Bernadette Sánchez
中科院分区：
文献类型：
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作者：
O. Reyes;K. Gillock;K. Kobus;Bernadette Sánchez
目前的6年研究调查的影响小学（K-8）到高中（9-12）的过渡对107名来自城市，少数民族，低收入背景的青少年完成学业的结果。描述性研究结果提供了整个高中学生入学状况的纵向概况。谁已经毕业或积极在学校系统的学生在研究结束时证明了更显着的变化，社会支持的看法过渡到九年级相比，不活跃的学生，辍学，谁证明变化不大。至于学习成绩，虽然这两个群体在过渡期后都出现了下降，而且未能挽回持续的损失，但非积极学生的成绩和出勤率下降得更快。研究结果进行了讨论的过渡性生活事件的角度来看，在混合支持。此外，研究的局限性和未来的研究方向进行了讨论，包括变量，应考虑在研究与目标群体。
The current 6-year study investigates the impact of the elementary (K–8)-to-high school (9–12) transition on the school completion outcomes of 107 adolescents from urban, minority, low-income status backgrounds. Descriptive findings provide a longitudinal profile of students' enrollment status throughout high school. Students who had graduated or were Active in the school system at the end of the study evidenced more marked change in perceptions of social support following the transition to the ninth grade compared to Inactive students, dropouts, who evidenced little change. With respect to academic performance, while both groups evidenced declines following the transition and failed to recover sustained losses, Inactive students declined more sharply in grades and attendance. Findings are discussed in terms of the mixed support for the transitional life events perspective. In addition, study limitations and directions for future research are discussed, including variables that should be considered in research with the targeted group.