23
views
0
recommends
+1 Recommend
0 collections
    0
    shares
      • Record: found
      • Abstract: found
      • Article: not found

      The impact of school transitions in early adolescence on the self-system and perceived social context of poor urban youth.

      1 , , , ,
      Child development

      Read this article at

      ScienceOpenPublisherPubMed
      Bookmark
          There is no author summary for this article yet. Authors can add summaries to their articles on ScienceOpen to make them more accessible to a non-specialist audience.

          Abstract

          This study examined the effects of the normative school transition (n = 580) during early adolescence on the self-system and perceived school and peer social contexts of poor, black (n = 161), white (n = 146), and Latino (n = 273) youth in the public school systems of 3 eastern urban cities. The results revealed negative effects of the school transition on the affective and behavioral domains of the self-system. These declines in self-esteem, class preparation, and grade-point average (GPA) were common across race/ethnicity and gender. Concurrently, the school transition was perceived to be associated with changes in the school and peer contexts. Daily hassles with the school increased, while social support and extracurricular involvement decreased over the transition. Daily hassles with peers decreased, and peer values were perceived as more antisocial. These changes in the school and peer microsystems were also common across race/ethnicity and gender. In addition, transition-associated school and peer changes and, in particular, changes in daily hassles with the school were associated with changes in the academic dimensions of the self-system, that is, academic efficacy expectations, class preparation, and GPA. The results are discussed within a developmental mismatch framework.

          Related collections

          Author and article information

          Journal
          Child Dev
          Child development
          0009-3920
          0009-3920
          Apr 1994
          : 65
          : 2 Spec No
          Affiliations
          [1 ] Psychology Department, New York University, NY 10003.
          Article
          10.2307/1131399
          8013237
          feff2ce7-29d0-493f-8f0c-c7654a99fe35
          History

          Comments

          Comment on this article

          scite_
          323
          12
          167
          3
          Smart Citations
          323
          12
          167
          3
          Citing PublicationsSupportingMentioningContrasting
          View Citations

          See how this article has been cited at scite.ai

          scite shows how a scientific paper has been cited by providing the context of the citation, a classification describing whether it supports, mentions, or contrasts the cited claim, and a label indicating in which section the citation was made.

          Similar content106

          Cited by83