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Middle and High School Transitions as Viewed by Students, Parents, and Teachers
... With high school enrollment sizes being on average significantly larger than middle schools', it is not surprising that high school freshmen report experiencing less support from teachers and more depressive symptoms than they reported the previous year while they were still in middle school. One possible explanation for this could be that as students transition from middle to high school, the size of the school, average class size, and number of teachers that students have per semester increases (Akos & Galassi 2004). This means that the time a student spends with an individual teacher and their connection to this teacher is likely to decrease, which may explain the reduction in perceived teacher support. ...
... Findings from the current study suggest that perhaps increases in students' negative affect could be a greater source of frustration for teachers, possibly evoking more negative teaching behaviors. As adolescents transition from middle to high school, the average class size and the number of teachers that students have per semester increase (Akos & Galassi 2004). Therefore, high school teachers may have more difficulty managing the negative affect of their students because of their increased class sizes resulting in more negative teaching behaviors. ...
... Oftentimes in private parochial schools, students have the same teacher for more than one subject during the same semester, and sometimes even have the same teacher across grades 6, 7 and 8. In contrast, public high school students typically have a particular teacher for just one subject, and even switch to a new teacher for that subject every semester (Akos & Galassi 2004). Therefore, the student-teacher relationship and experiences middle school students in private parochial schools have with their teacher may be quite different from students in public high schools in terms of duration and frequency. ...
The associations between teaching behaviors and students’ affect are examined in cross-sectional studies in younger samples, but the temporal direction of these associations in high school students is unknown. In this longitudinal study, adolescents (N = 188; 88.8% White; 69.7% female) completed instruments to measure teaching behaviors and adolescents’ negative (e.g., cheerful) and positive affect (e.g., ashamed) twice, four months apart. Adolescents’ negative affect predicted future negative teaching behavior and negative teaching behavior marginally predicted adolescents' future negative affect. Positive affect predicted future socio-emotional teaching behavior and vice versa. The findings provide insight into which teaching behaviors impact students’ affect and the impact that students’ mental health has on teaching behavior, an area of study that has received limited attention.
... At the commencement of each school year, thousands of students across the world make the transition from primary school to secondary school level (Elfers, 2011). In the months leading up to this time, these students are filled with a mixture of emotions and expectations of their next academic year as well as their social life (Akos & Galassi, 2014). Whilst some students are overly excited, other students are worried about the series of challenges (academic, social, emotional) waiting to be overcome (Aikins et al., 2005). ...
... Several studies have highlighted these educational attitudes are intrinsically related to other constructs, such as students' feelings and interest about learning (Tinto, 1993), their competence as result of academic achievement and motivation (Akos et al., 2015), school expectations (Towns, 2010), and school engagement and persistence in school (Greenman, 2013). Akos and Galassi (2014) noted that students' educational attitudes influence their decision to drop out or stay in school, perhaps, in turn, their resilience. Students who reported low and negative attitudes to school were more likely to drop out of school with poorer grades compared to their counterparts with high positive attitudes. ...
... Results of the present study show that transitioning 8th grade students have lofty expectations and educational attitudes, are enthusiastic and excited, enter their new school with mixed feelings, and are resilient. This contrasts with other h other studies that reported most students being less enthusiastic, liking school less (Barber & Olsen, 2004), having low expectations of the quality of school life (Akos & Galassi, 2014), and a low sense of school belonging and connectedness (O'brennan & Furlong, 2010;Pereira & Pooley, 2017). However, as expected, not all students were adjusting well to the new school. ...
For some students, the transition from primary to secondary school is a difficult and stressful event that can have potential negative effects on their psychological wellbeing, social adaptability, and academic achievement. Although several individual, environmental, and family protective factors have been investigated, direct and indirect contributions of expectations and educational attitudes on resilience have not yet been fully explored. In the present study, using a sample of 744 (8 schools, Study 1) and 39 (3 schools, Study 2) 8th grade (day or boarding) secondary school students in Uganda, we initially explored: (1) gender and residence status differences in transitioning students' resilience and educational attitudes, (2) predictive effects of educational attitudes, gender and residence status on resilience, (3) the direct and indirect effects of educational attitudes and expectations on resilience, and (4) the students' perspectives about the transition process. In study 1, data were collected using self-report questionnaires whilst in study 2 data were collected from focus group discussions. Quantitative results indicate that (i) girls reported to have received more physical care for better adjustment than boys, whilst day and male students reported to have received more psychological care during school adjustment than their counterparts, (ii), residence status was a stronger predictor of resilience than were gender and educational attitudes, and (iii) student's expectations had direct and indirect effects on resilience through educational attitudes. Results of the thematic analyses show that transitioning students have unrealistic expectations and mixed feelings during adjustment. To foster resilience of transitioning students, schools could cultivate a culture of high realistic expectations, peer connectedness, and positive educational attitudes, as well as organize several transitional strategies and activities that involve parents throughout the first year of lower secondary school.
... The project centers on middle school students in seventh and eighth grades for several reasons. The shifts from elementary school to middle school and middle school to high school are considered key educational pivot points (Akos & Galassi, 2004;Neild, 2009). Seventh and eighth graders share both common experiences and face unique challenges. ...
... Seventh and eighth graders share both common experiences and face unique challenges. Transition into middle school from elementary school is seen as somewhat easier than the adjustment from middle school into high school (Akos & Galassi, 2004). For many students, changing over from middle school to high school means moving to a new school building in a different geographical location. ...
... Finally, these new tensions are linked with increased risk for substance use (Weiss & Bearman, 2007). Akos and Galassi (2004) noted that the transition from elementary school to middle/junior high school is marked by a number of stressors and adverse experiences. More specifically, lower self-esteem, increased psychological distress, decreased motivation, more academic worries, and heightened social worries characterize seventh graders entering middle school. ...
Anxiety disorders in youth are pervasive and impairing. Further, too few young people are identified and treated due to the barriers in accessing mental health treatment (fees, transportation, and time). School-based prevention initiatives may represent viable options for these vulnerable youngsters. Therefore, this proof-of-concept study assessed the feasibility, acceptability, and benefits of a brief prevention program for seventh and eighth grade students. Forty-two seventh and eighth grade students completed a 5-session psychoeducational program using creative media including short video clips, music, and karaoke. Session feedback forms were completed by all students after each class. The results revealed that the program was perceived as moderately helpful yet was quite feasible and acceptable. Further, the majority of students accurately recalled key lessons from every lesson, suggesting high levels of engagement and integrity of session content. The implications of these findings for future program development and evaluation are discussed.
... School adjustments to meet these demands are comprised of academic, procedural, and social components, which are influenced by situational and contextual factors (Goodenow, 1993b), providing both opportunities and challenges for students. It is recommended that targeted and specific programming including a different structure might be needed to help ensure a successful adjustment to the academic (e.g., amount of homework), procedural (e.g., navigating changes), and social aspects (e.g., fitting in, making new friends, getting along with others) of school transition (Akos & Galassi, 2004b). However, on the other hand, discontinuity in school adjustments and transitions can have a negative impact on student performance, including achievement loss and dropping out of school (Mizelle & Irvin, 2000;Rice, 2001). ...
... These include homeroom advisory periods, physical proximity of classrooms, building tours, and orientation (Akos, 2006;Anderman et al., 2009). In a study of sixth grade students regarding what could be done before moving to a new school environment, 25% of students indicated that more discussions about middle school while they were in elementary school, particularly regarding the positive aspects of middle school (16%), better preparation regarding homework and organizational skills (13%), and a tour (11%) would help ease the challenges related to transitioning to a new school (Akos & Galassi, 2004b). After transitioning to middle school, these students reported that school staff should be welcoming and encouraging, in addition, they wanted an opportunity to talk about the transition and have tours. ...
... unfamiliar peers and non-parental adults; what and how they are taught; increased workload; less adult monitoring; and, differing expectations, norms, and rules, all of which may lead to a complete disconnection from school (Akos, 2002;Anderman et al., 2009;Barber & Olsen, 2004;Cauley & Jovanovich, 2006;Grossman & Cooney, 2009). Several researchers suggest that numerous negative student outcomes can stem from unsuccessful adaptation including an increase in absences, tardiness, missing assignments, social isolation and decrease in motivation, self-esteem, participation in school and extracurricular activities, monitoring from teachers, support from school personnel, and desire for, and attitude towards, school, in addition to increased anticipation, anxiety (e.g., getting lost), discipline problems (e.g., bullying, failing to get to class on time), and stress (Akos, 2002;Akos & Galassi, 2004a, 2004bAnderman et. al, 2009;Anderman & Maehr, 1994;Barber & Olsen, 2004;McCallumore & Sparapani, 2010;Reyes et al., 2000). ...
The transition to middle school presents many educational changes for students during the time of adolescent development, with potential long-term effects if not navigated successfully. The first objective of this study was to examine the association of school connectedness with academic achievement (measured by grade point average), gender, ethnic congruency, family support, and other individual and school-level characteristics. This study focused on differences in school connectedness and academic achievement of students in grade 6 from different school settings (i.e., primary or middle school). The second objective of this study was to compare results for three different categorizations of primary and middle schools. Data from two survey administration years (2007 and 2010) of the Minnesota Student Survey was used to evaluate the school connectedness of students in grade 6 (N = 72,277) from 396 schools. Hierarchical linear modeling results highlight the impact of protective factors on school connectedness (i.e., family support) and academic achievement (i.e., family support and school connectedness) as well as significant differences in school connectedness for students who transitioned to middle school. Results were also robust to school-type categorization differences, resulting in fairly similar results across models and school-type definition.
... Attempts have been made to identify key aspects which promote a successful adjustment to secondary schooling (Akos & Galassi, 2004;Cross & Lester, 2017;J. Smith, 1997). ...
... Attempts have been made to identify key aspects which promote a successful adjustment to secondary schooling (Akos & Galassi, 2004;Cross & Lester, 2017;Smith, 1997). Effective transition programs have been described as an inclusive process emphasising the importance of social interaction (Smith & Brain, 2000). ...
This longitudinal study aimed to survey over a 12-month period, the mental health and wellbeing of new incoming students transitioning to a boys' only boarding school. An online self-report questionnaire was used to investigate the perceptions and pre-transition experience of new incoming Year 7 students (e.g., while still in Year 6) prior to their impending transition to Secondary School (Time 1), at the end of Term 1 first year of secondary school (Time 2), and at the end of Term 3 (Time 3) first year of secondary school. All day students enrolled to begin secondary school were also invited to participate. Findings suggest that transition support efforts by the school (e.g. The Connect Programme) were successful in minimising the differences in factors associated with academic, emotional and mental wellbeing between boarding and non-boarding students at three months and six months post-transition. Mental health and wellbeing in terms of the internal, home, school and community protective resilience factors, stayed at similar levels for both boarding and non-boarding students over the first year in secondary school. Academic motivation and self-regulation were found to be higher than normative values but significantly decreased for all students after starting secondary school. Conversely, internalising (e.g. emotional problems) and externalising problems (e.g. conduct problems) increased over time for boarding students. These findings are discussed in terms of transition and the boarding school context. Strengths and limitations of this study are presented.
... There is only a significant but low negative correlation between adolescent age and depression. The result is not uncommon: some studies confirm that early adolescents at the beginning of secondary school exhibit a higher level of depression (combined with anxiety) compared to the older ones who attend upper grades of secondary school (Rice et al. 2011;Akos & Galassi 2004;Reić Ercegovac & Kalebić 2016), which can be associated with new situations, environments, requirements and expectations that they try to respond to. Concerning parental age, the results of our research show that the age of both parents stands as significantly negatively associated with assessments of family communication and family satisfaction, and also, the mother's age negatively correlated with the child's mental health. ...
... Research on our samples also led to the conclusion that girls during the transition from primary to secondary school are the most vulnerable group in terms of mental health (Reić Ercegovac & Kalebić 2016). The results obtained are not surprising given that entering a new environment, being among new peers, exposed to new demands and expectations can be stressful and increase anxiety (Rice et al. 2011;Akos & Galassi 2004). It should be noted that girls are particularly vulnerable in this developmental transition for a number of reasons. ...
The family environment is considered to be a micro-ecological system with numerous risk and protective factors for mental health. The goal of this research was to determine how different functional and/or structural family characteristics affect some indicators of mental health in adolescents. A number of 1,239 adolescents (ages 15–19) participated in the research. General Data Questionnaire, Family Life Satisfaction Scale, Family Communication Scale, Positive Mental Health Scale, Anxiety, Depression and Stress Scale, and Stressful Events in the Family Checklist, were applied. The results indicated no connection between sociodemographic characteristics and self-assessed satisfaction. Adolescents with older parents were less satisfied with their family and familial communication. Gender differences in mental health were confirmed, mostly to the detriment of girls. The mother’s age and the father’s level of education significantly correlate with individual mental health. Adolescents with older mothers reported lower mental health. Adolescents with fathers of lower educational status reported higher stress and depression level. Stress within the family proved to be significant in explaining adolescents’ mental health, especially due to financial issues, and conflicts among family members. Finally, the results indicated that family communication and satisfaction, with the control of sociodemographic characteristics and stress in a family, additionally explain the significant part of the variance in adolescents’ mental health.
... Research suggests that many early adolescents experience academic declines (Alspaugh, 1998) and increased distress (Anderman, Maehr and Midgley, 1999) with the transition from elementary school (5 th grade) to middle school (6 th grade). Several authors (Akos and Galassi, 2004;Eccles et al., 1993) recommend creating a new kind of learning environment that supports students' emerging desires for autonomy and increased capacity to think about their futures. CareerStart in middle school provides that opportunity for students to engage their possible selves while they are forming their new adolescent identity through emerging peer and learning opportunities. ...
... The findings suggest that both psycho-social engagement and behavioral engagement are higher among those students with more of their teachers offering them career examples. These findings confirm previous empirical work based on possible selves theory in adolescence (Oyserman, 2008) and the work on school transitions that suggests that matriculation is eased when instruction supports students' desires to connect their current education to future opportunities (Akos and Galassi, 2004). It was also interesting to see that career examples in all of the core courses in middle school (math, science, language arts, and social studies) contributed to higher levels of student engagement. ...
The paper analyzes indicators of scientific knowledge and health
knowledge currently available in population surveys and discusses their
dimensionality, with particular reference to DK answers. Multiple correspondence
analysis is used to identify a satisfactory data reduction strategy, in the
Eurobarometer 63.1 2005 and STISOC 2009 surveys. Results support the
relevance of an acquiescence response style factor and of a DK response style
factor. A bi‐dimensional factor model for the negative indicators, including a
substantive knowledge factor and a DK style factor seems to offer the most
meaningful utilization of the scientific knowledge items.
... Most students approach the transition to high school with a combination of concern and excitement ( Akos & Galassi, 2004). This transition is marked by adolescents' growing independence as well as the onset of significant developmental, physiological, social, and academic changes. ...
... Carefully designed transitions can assist adolescents to navigate the change with confidence (Akos & Galassi, 2004;Andrews & Bishop, 2012). Factors that contribute to successful transition include: developing and maintaining friendships (Peters, 2010), schools demonstrating appreciation for students' cultures and values (Fletcher et al., 2009), positive relationships between students and teachers (Fraire et al., 2013), and support from the family (Toumu'a & Laban, 2014). ...
This qualitative study examined the interplay between home and school environments across the transition from Primary School (Year 8) to High School (Year 9) for 10 high-achieving Pasifika students and their families. Interview data from the students revealed the important role that their parents played in their education. Drawings completed by the adolescents provided a high form of data illustrating the dynamic between home and school, including the influence of both on learning. Findings revealed strong intergenerational expectations for success from the dual perspectives of parent and their children, based on cultural competency and parental high expectations. The study’s results build upon existing knowledge bases which focus on parent and student strategies for success across the transition to high school, with regard to cultural competency.
... Other studies approach the students' perception about the transition emphasizing potential anxiogenic factors such as the dealing with new school norms; the building of friendships; the feeling of deterritoriality in a new space; the fear of bullying; the adaptation to the increase of freedom, autonomy, and demand for selfregulation; and the increase in the number of teachers, subjects, and school tasks (Akos, 2002). Research has also investigated the point of view of parents and teachers (Akos & Galassi, 2004) on issues concerning this particular period as well as on the relationships between parents, teachers, and students in the process of constructing subjectivity (Eschiletti Prati & Eizirik, 2006). ...
... Such interventions may help prevent or minimize the problems that may arise from the particular circumstances of that transition. It is also important, according to research studies (Dias-da- Silva, 1997;Akos & Galassi, 2004), to prepare the students for the transition from the 5th grade, while also preparing the teachers of the 6th grade to receive them, in terms of being concerned about their emotional and academic difficulties and helping them not to suffer so much as a consequence of the unexpected novelties. ...
This book takes a sociocultural, developmental and dialogical perspective to explore the constructive and interconnected nature of remembering and imagining. Conceived as cognitive-affective processes, both emerge at the border of the person and his or her socio-cultural world. Memory is approached as a functional adaption to the environment using the resources of the past in preparation for action in the present. Imagination is tightly related to memory in that both aim to escape the confines of the concrete here-and-now situation; however, while memory is primarily oriented to the past, imagination looks to the future. Both are embedded in the exchanges with the social and cultural milieu, and thus theorizing them has relied on key ideas from Lev Vygotsky, Frederic Bartlett and Mikhail Bakhtin.
Thus, this book aims to integrate theories of remembering and imagining, through rich empirical studies
• in diverse cultural settings and
• concerning the development of self and identity. These two groups of studies compose the subparts that organize the book.
... The transition can have negative psychological consequences [43], including increased anxiety [44], relationship concerns [45], increased loneliness [44], fear of victimization [45] and fear of being lost or late for class [45,46]. Individuals reporting greater concerns regarding the transition experience increased anxiety both pre-and post-transition also [47]. ...
... Many of the concerns reported by parents and children are related to practical or relational issues (i.e. making friends and getting to class on time [46]). However, research shows that academic achievement is also negatively impacted by the transition with declines in achievement and a lack of progress made across the transitional year [48][49][50]. ...
A ‘maths crisis’ has been identified in the UK, with many adults and adolescents underachieving in maths and numeracy. This poor performance is likely to develop from deficits in maths already present in childhood. Potential predictors of maths attainment trajectories throughout childhood and adolescence relate to the home environment and aspects of parenting including parent–child relationships, parental mental health, school involvement, home teaching, parental education and gendered play at home. This study examined the aforementioned factors as predictors of children's maths attainment trajectories (age 7–16) across the challenging transition to secondary education. A secondary longitudinal analysis of the Avon Longitudinal Study of Parents and Children found support for parental education qualifications, a harmonious parent–child relationship and school involvement at age 11 as substantial predictors of maths attainment trajectories across the transition to secondary education. These findings highlight the importance of parental involvement for maths attainment throughout primary and secondary education.
... This, however, diminishes the role and agency of the child actively developing, and tapping into, their own support systems. The latter becomes even more important given the importance of the various aspects of transition, described as bridges of transfer by Galton et al. (1999) and Galton and McLellan (2018), differences between children's and adults' views (Topping, 2011), with children being more concerned about the social aspects such as making new friends (Akos & Galassi, 2004;Ashton, 2008;Mellor & Delamont, 2011), and teachers focusing on the academic aspects and expressing worries about a dip in academic attainment (Galton, 2010). According to Galton and McLellan (2018), teachers are more concerned with pupils' familiarisation rather than focusing on building relationships with peers and teachers. ...
... The reality in S1 was even better for some pupils; aspects such as finding their way around school, different teachers, travelling to school and moving away from old friends were chosen by some more pupils as they progressed through secondary school to S2. Similar to previous literature, the main concerns in P7 were around losing old friends (Akos & Galassi, 2004;Ashton, 2008;Mellor & Delamont, 2011), bullying (Zeedyk et al., 2003), more homework, finding their way around school and moving away from some classmates (Figure 2). Similar to Rice et al. (2011), once they moved to secondary school, these concerns seemed to lessen for the majority of pupils. ...
A longitudinal study was conducted over four stages of three school years across the primary–secondary transition. The purpose was to understand the dynamic transition experience of pupils, investigate the effectiveness of preparation by schools to support transitions and understand pupils’ most important support networks. Using online questionnaires, data were collected from pupils at four time points, twice from secondary school professionals and their parents, and once from primary school professionals. Results highlight the ongoing and dynamic nature of transitions. What pupils were excited about were still seen to be good once they were in secondary school, and aspects that worried them declined over time. Some pupils experienced problems and adapted at different times, whereas for some, problems emerged later. It seems that those who anticipated problems when in primary school were more likely to experience problems; this has implications for the discourse around transitions and its impact on pupils’ anticipation of transition experience. Although transition planning and preparation by schools were important and varied, they were not always effective, not provided in a timely manner and did not tap into their naturally occurring support networks in the home and community. This study makes unique contributions in terms of highlighting the dynamic transitions process and change in pupils’ experience over time; various aspects of transitions that children are excited and concerned about and how these changed over time; professionals’ conceptualisations of transitions; pupils’ and parents’ views of the effectiveness of transition practices at various stages; and pupils’ real support networks.
... Adolescents generally have an understanding of the normative expectations and challenges involved in secondary education and beyond, such as having to deal with an increased homework load and planning for what they will do after graduation (Akos & Galassi, 2004;Phelan et al., 1994). Many adolescents (particularly females) discuss these academic and personal issues with close individuals and seek advice from them (Spitz et al., 2020;Stanton-Salazar et al., 2001;). ...
Background
Adolescents who begin high school with a poor record of academic performance are often at risk for developing maladaptive academic behaviors, which can impede academic success in the long run.
Objective
Guided by the substantial literature on the academic and motivational benefits of adolescents’ conversations, this study examined the differential effects of having conversations with different socializers. This study aims to identify consolidated and generalizable effects of various sources of support in adolescent lives and contribute to educational practice for adolescent academic adaptation by examining multiple types of socializers using a large nationally representative sample.
Methods
Adolescents’ conversations about course-taking and personal issues with mothers, fathers, teachers, friends, and school counselors were examined for their potential buffering roles in the relationship between GPA and maladaptive academic behaviors. Data from 22,940 students (49.22% female, 9th through 11th-grade) in 690 U.S. schools from the High School Longitudinal Study of 2009 (HSLS:09) were analyzed using multiple regression analyses that incorporated longitudinal sampling weights and adjusted for clustering within schools.
Results
Conversations with friends about personal issues during the 9th-grade year predicted greater subsequent maladaptive academic behavior. Students with lower 9th-grade GPAs were more likely to utilize maladaptive academic behaviors during the 11th-grade. This association, however, was less strong when students had conversations about either course-taking or personal issues with their teachers.
Conclusion
Adolescent-teacher conversations about academic and personal issues can buffer against the development of maladaptive academic behaviors during high school, particularly for students who are experiencing academic challenges.
... Due to their extensive direct contact with students during school hours, teachers have been noted to play a crucial and wide-ranging role in fostering positive transitioning experiences for students in various aspects, both on the academic and the social level (Akos & Galassi, 2004;Smyth, 2016). Where teachers are generally more involved in managing the transition process, students report being happier and less anxious (Fontaine et al., 2017;Guess & McCane-Bowling, 2016;Pitzer & Skinner, 2017;Yu & Singh, 2018). ...
Every year, around 40,000 Singaporean adolescents transition from primary to secondary school. This transfer can often be a challenging experience for students and it is therefore crucial to understand how to support them during this period. Yet while several studies examining student experiences of this transition and how they can be supported are available, the opportunities to apply them to the Singapore context are limited. As a result, the present small-scale qualitative interview study sought to investigate seven Singaporean trainee teachers’ perceptions of the primary-to-secondary school transitioning experience and the role they play in it. The findings revealed that post-transition students are frequently perceived as immature, that teachers have high expectations – which may form part of an unspoken teacher culture – and that they recognise the need to foster a sense of autonomy. The interaction of these themes and the possible contradictions among them may impede students’ successful transition. Forms of teacher support were also identified. The findings are used to articulate recommendations on how the primary-to-secondary transition can be successfully bridged through more targeted help.
... see Jernigan et al., 2018) aged 13-14 years during the 2020-2021 school year. This age range is particularly relevant because it corresponds to the transition from middle to high school, which is known to be challenging for youth, their parents, and their teachers (Alspaugh, 1998;Mizelle and Irvin, 2000;Akos and Galassi, 2004). Success in this transition is highly predictive of later academic achievement (Anderman, 1998). ...
Format changes in U.S. schooling in response to the COVID-19 pandemic varied by month and by school district, ranging from exclusively home-based to full in-person learning. The impact of these changes on adolescent schooling experiences, and the factors that mitigate such impact, have been challenging to quantify. To address these challenges we employed bi-monthly repeated surveys of youths (N = 6, 546, aged 13–14 years) in a longitudinal study, starting before the pandemic peak (October 2020) and continuing through one year after the pandemic was declared (March 2021). We investigated how school format (in-person vs. remote) impacted objective time spent on academic activities and the subjective experience of school, and how these were influenced by parental engagement. Periods of exclusive at-home remote schooling were pervasive—reported by more than 60% of youths—and linked to a reduction in school enjoyment and time spent on reading, math, and science. In contrast, such periods were linked to more time with parents or guardians helping with school activities, and the frequency of such parental involvement was associated with reductions in negative feelings about school. Results point to potential pathways to mitigate the negative consequences of future school disruptions.
... This allowed us to examine a more homogeneous sample with similar life experiences and environment. Pertaining to criteria 3, previous research has found that it takes around four weeks to adjust to a new school setting (Akos & Galassi, 2004) thus, researchers felt it appropriate to allow for a minimum of two semesters of adjustment time before partaking in the research. Additionally, none of the students who participated in this study went to South Korean public schools before enrolling in the alternative school. ...
This exploratory phenomenological study sought to investigate North Korean refugees’ lived experiences in the North Korean education system through the conceptual framework of Bandura’s (1986) triarchic reciprocal determination model to investigate the potential impacts that transitioning to a South Korean alternative school has had on their attitudes toward education, educational satisfaction, and educational behavior. Data were gathered through a survey, followed by semi-structured interviews from 21 secondary school students studying at an alternative school specifically designed for North Korean refugees in the Seoul-metropolitan area to explore their experiences in North Korea and the alternative school, and about their perspectives on how this new educational environment has affected their educational attitudes, satisfaction, and behavior. The students reported that the changes they experienced in educational objectives and focus at the South Korean alternative school positively impacted their educational attitudes, led to feelings of greater satisfaction with their education, and led to increases in their work ethic and focus on study. The results of the study suggest that an educational system that provides North Korean refugees with freedom and support to develop personal skills and knowledge to pursue their aspirations or goals can have positive impacts on the way they view education and the satisfaction they feel from it, which can lead to positive changes in their educational behavior.
... However, perhaps giving students more opportunities to have leadership roles and get to know their peers in positive settings can help students reap the benefits of being a top dog even if they do not hold that position. Several interventions of this nature have been put forth and show early promising results(Akos & Galassi, 2004a;Coyne-Foresi & Nowicki, ...
Early adolescence is characterized by significant change, and for some individuals, declines in academic and social well-being at school. Extant research has grappled with the degree to which different factors drive these declines – is it the significant physical, social, and emotional changes that occur during adolescence? Or are declines the result of making a transition from a small, intimate elementary school to a larger and unfamiliar middle school? This dissertation consists of three studies that aim to elucidate how adolescents’ school context and development contribute to their academic and social adjustment at school. As peers become increasingly important and influential for adolescents’ experiences at school, each study includes a focus on how context and development contribute to early adolescents’ relationships with their peers. Thus, the three studies of my dissertation are guided by one overarching question: How does school context contribute to changing peer relations and adjustment in early adolescence? In the first study, I utilized peer nominations to examine the behavioral profiles of high- status youth (i.e., popular and well-liked) across three years in early adolescence among two groups of students: one group who attended an elementary school then transitioned to a larger middle school and another group who attended the same school from kindergarten - eighth grade (Total N = 680). Results indicated that well-liked youth were consistently prosocial and high achieving across development and school context, but that there were some negative shifts in the behaviors of popular youth among the transition group when they made their transition from elementary to middle school. In study 2, using the same sample of youth, I examined the trajectories of students’ self-reported beliefs about the behaviors that lead to social status as well as the implications of these trajectories for students’ classroom engagement. Like the results of the first study, there were similarities between the trajectories of transition and non-transition students, suggesting some normative developmental shifts in the behaviors associated with social status toward aggressive and rebellious behavior, but these maladaptive trends were more pronounced among transition students. In study 3, in a new sample of youth (N = 1,400), I focused on school context more broadly by examining peer dynamics and adjustment among students who were the same developmental age, but they attended schools with different grade structures and timing for when they transitioned from elementary to middle school. Results highlighted the importance of students’ grade span for their academic and social experiences at school; students who were at the top of their grade span (i.e., oldest in their elementary school) reported consistently more positive adjustment than students who were at the bottom or middle grade position of their school. Students’ perceptions of leadership and feelings of anonymity mediated the relations between their grade position at school and their adjustment. Taken together, the three studies of my dissertation enhance our understanding of how both early adolescents’ development and aspects of their school context shape their experiences with peers and subsequent adjustment. Study results highlight a nuanced role of adolescents’ school context for their adjustment and provide reasons to be optimistic during a life stage often characterized by declines. These findings provide potential avenues for how educators of adolescents might cultivate positive peer relationships and patterns of adjustment among their students.
... adolescents consistently seek and receive support; research suggests that perceived support from parents can mitigate potential challenges (e.g., heavy course loads, course tracking, anxiety about the future) that adolescents often endure (e.g., Akos & Galassi, 2004;Benner et al., 2017). Positive associations have been reported between adolescent open communication with parents and various academic outcomes, including perceived competence, value, achievement-orientation, self-control, and GPA (e.g., Callahan et al., 1990;Cripps & Zyromski, 2009;Harackiewicz et al., 2012;Lam & Ducreux, 2013;Masselam et al., 1990). ...
Adopted youth often do not achieve in school as well as their non-adopted peers. We used data from the High School Longitudinal Study to examine high school and postsecondary achievement outcomes in adopted youth. We compared outcomes for domestically adopted youth, internationally adopted youth, and non-adopted youth. Results indicate that domestically adopted youth have lower grade point averages. Internationally adopted youth were less likely to enroll in four-year postsecondary institutions than were non-adopted youth.
... It is noted that the first wave of the survey was conducted at the beginning of the first semester of middle school, the transition period from elementary to middle school. The transition may contribute to some of the school maladjustment we measured, such as academic and interpersonal challenges for adolescents (Akos & Galassi, 2004). Addictive behaviors could be maladaptive strategies for escaping stress and negative emotions (Agnew, 1992;Jun & Choi, 2015). ...
Internet addiction (IA), which can have different development patterns, is considered a serious problem among adolescents. Due to the increasing number of adolescent internet users in Mainland China, professionals are obligated to investigate the prevalence and predictors of IA persistence and incidence. This study investigated the prevalence of IA persistence and incidence among 1301 students in Mainland China across two years using a two-wave longitudinal design. Of the 187 students with IA in 7th grade, 40.64% had a persisting addiction by grade 9. Of the 1114 students without an IA in 7th grade, 10.32% had developed an IA by grade 9. Multilevel logistic regression analyses indicated that higher levels of depressive symptoms (odds ratio = 1.04; p = .04) and maternal education (odds ratio = 2.23; p = .01) could increase the likelihood of IA persistence. Significant predictors of IA incidence were being male (odds ratio = 0.59; p = .03), being an only child (odds ratio = 1.91; p = .01), having a low family income (odds ratio = 1.21; p < .001), and experiencing school maladjustment (odds ratio = 1.01; p < .01).
... S druge strane, doprinos razreda učeničkim stavovima o čitanju nije bio očekivan jer su učenici bili vrlo slične dobi. Naime, eventualne razlike koje bi se mogle pojaviti prilikom usporedbe učenika prvog i drugog razreda bilo bi moguće dovesti u vezu sa specifičnostima prvog razreda srednje škole, koji učenici često doživljavaju stresnim nakon napuštanja potpuno različitog sustava osnovne škole (Akos i Galassi, 2004;Blyth, Simmons i Carlton-Ford, 1983). Međutim, s obzirom na to da razred, u skladu s hipotezama, nije bio povezan s učeničkim stavovima, doprinos ove varijable koji je izdvojen u regresijskoj analizi, vjerojatno odražava supresorski učinak koji se ne može detaljnije interpretirati samo na temelju podataka prikupljenih ovim istraživanjem. ...
Dobrobiti čitanja opće su poznate. Kad je međutim riječ o čitanju, a posebice o
čitateljskim navikama mladeži, često se u stručnim i znanstvenim krugovima i u
javnosti govori o krizi čitanja. Stoga je odgoj mladih čitatelja jedan od izazova koji se
postavljaju pred današnju školu na koji je, kako to pokazuju dobra iskustva iz
nastavne prakse, moguće uspješno odgovoriti. Imajući to u vidu, provedeno je
istraživanje kojem je bio cilj utvrditi primjere dobre prakse u motiviranju
adolescenata na čitanje. Postupkom intervjuiranja ispitane su nastavnice Hrvatskoga
jezika, vrsne mentorice, koje sustavno potiču čitanje kod učenika. U skladu s tim
ponuđene su preporuke za promicanje čitanja u odgojno-obrazovnome procesu
... They face expanded weights concerning hazard practices including sex, liquor, and medications while investigating the limits of more satisfactory conduct and develop significant connections. They need direction in settling on concrete and aggravated choices (Akos & Galassi, 2004). As per Lapan, Gysbers, and Petroski (2003) understudies are facing issues, for example, quickly changing the business world through globalization and work power; savagery at home at school, and in the public eye; separate; expanding young adult self-destruction rates; chronic drug use and stress. ...
Under investigated research examined effects of
internal branding on professional performance of the
faculty and academicians in Pakistanis universities. The
present research has been carried out for considering
as effecting elements of internal branding tools;
training, briefings, group meetings and orientation anddeterminants of internal branding includes; vision, core
values, internal communication and reward. Three types
of commitments including; normative, affective and
continuous commitment were examined in the context
of faculty working in the higher education institutions.
Employed quantitative research methodology, the data
analysis reveals that combined effects of internal
branding influence employee commitment with 62%.
Study also reveals combined effect and individual effect
upon all three types of employee commitment by
internal branding. Comparing effects of internal
branding on all commitment types, found that internal
branding has more effects on faculty normative
commitment followed by effective and continuous
commitment. Analysis of control variables i.e. faculty’s
working experience and variation of public and private
higher education institution has revealed thatexperience has influence on faculty’s commitment.
There is no significant effect of diversity of public and
private university on employee’s commitment.
... It is noted that the first wave of the survey was conducted at the beginning of the first semester of middle school, the transition period from elementary to middle school. The transition may contribute to some of the school maladjustment we measured, such as academic and interpersonal challenges for adolescents (Akos & Galassi, 2004). Addictive behaviors could be maladaptive strategies for escaping stress and negative emotions (Agnew, 1992;Jun & Choi, 2015). ...
BACKGROUND
Although Internet addiction (IA) has been considered a stable problem among adolescents, there can be different development patterns of IA (i.e., remission/persistence and incidence/absence). Such conversions of IA are less addressed in previous research. Due to the large and increasing number of adolescent Internet users in Mainland China, it has also become an obligation for health professionals to investigate the prevalence and conversations of IA and identify factors that can prospectively predict IA persistence and incidence.
OBJECTIVE
The current study investigated the prevalence of persistence and incidence regarding internet addiction (IA) among adolescents in Mainland China across three years using a 2-wave longitudinal design.
METHODS
A total of 1544 students from five secondary schools in the 7th grade participated in the study, and 1301 remained after two years. Self-report questionnaires were delivered to assess the developmental patterns of IA (i.e., persistence and incidence) and intrapersonal and interpersonal factors that predicted persistence and incidence respectively.
RESULTS
Generally, of the 187 students with IA in 7th grade, the addiction persisted for 40.64% of students by grade 9. Of the 1114 students without an IA in 7th grade, 10.32% had initiated IA by grade 9. Multilevel logistic regression analyses indicated that higher levels of depression (OR = 1.04; 95% CI: 1.00, 1.09; P = .04) and maternal education (OR = 2.23; 95% CI: 1.20, 4.15; P = .01) could increase the likelihood of IA persistence. Significant predictors of IA incidence were males (OR = 0.59; 95% CI: 0.37, 0.94; P = .03), single children (OR = 1.91; 95% CI: 1.15, 3.17; P = .01) low family income (OR = 1.21; 95% CI: 1.05, 1.39; P < .001), and school maladjustment (OR = 1.01; 95% CI: 1.05, 1.16; P < .01).
CONCLUSIONS
The persistence and incidence of adolescent IA are worthy of attention in the context of rapid social development. Psychosocial factors identified in the current study that are predictive of IA persistence and incidence should be addressed in future studies.
... 22,23 In addition, transitions between educational stages are generally related to higher levels of stress and strain. 24 They can have a negative influence on students' academic, personal, emotional and social adjustment, and their levels of self-esteem and achievement. 25 Studies stipulated that chronic and continued exposure to stressful situations lead to emotional, physical and mental disturbance of the students. ...
... Studies such as one by Lee, Grigg, and Donahue (2007), have shown that barely 30% of rising freshman can read at grade level. In a study by Akos (2004), 320 ninth-graders responded to a questionnaire asking them to list the top three things they feared most upon entering high school. The number one concern was the amount of homework and number two concern was the fear of hard homework. ...
... 21 During the transition to high school, students need to adapt to more challenging and bureaucratic academic and social environments. 22,23 A student-teacher relationship is a critical protective factor that can facilitate successful navigation of this challenging transition. 18,24 High schools whose teachers are highly supportive of students cut the probability of dropping out nearly in half. ...
BACKGROUND
Student‐teacher relationships are associated with the social and emotional climate of a school, a key domain of the Whole School, Whole Community, Whole Child Model. Few interventions target student‐teacher relationships during the critical transition to high school, or incorporate strategies for enhancing equitable relationships. We conducted a mixed‐methods feasibility study of a student‐teacher relationship intervention, called Equity‐Explicit Establish‐Maintain‐Restore (E‐EMR).
METHODS
We tested whether students (N = 133) whose teachers received E‐EMR training demonstrated improved relationship quality, school belonging, motivation, behavior, and academic outcomes from pre‐ to post‐test, and whether these differences were moderated by race. We also examined how teachers (N = 16) integrated a focus on equity into their implementation of the intervention.
RESULTS
Relative to white students, students of the color showed greater improvement on belongingness, behavior, motivation, and GPA. Teachers described how they incorporated a focus on race/ethnicity, culture, and bias into E‐EMR practices, and situated their relationships with students within the contexts of their own identity, the classroom/school context, and broader systems of power and privilege.
CONCLUSIONS
We provide preliminary evidence for E‐EMR to change teacher practice and reduce educational disparities for students of color. We discuss implications for other school‐based interventions to integrate an equity‐explicit focus into program content and evaluation.
... Consequently, students may display less typical learning behaviours at this time and focus more on their preparation for secondary school. As this represents a very specific and potentially stressful period for students (Akos & Galassi, 2004;Blyth et al., 1983;Hirsch & Rapkin, 1987;Wigfield et al., 1991), it is not surprising that they may be less committed to schoolwork during this time. ...
Students’ educational outcomes are influenced by several factors that are not directly related to their personal characteristics, among which parental beliefs and behaviours are of special relevance. The present study was conducted on a sample of 301 primary school students and their parents, who completed a set of prepared questionnaires used for investigating the contribution of parental self-efficacy and the perception of parental involvement to students’ academic achievement, perceived academic control and achievement goals. The obtained results indicated parental self-efficacy as a predictor of perceived academic control and avoidance goals, whereas perception of parental involvement predicted perceived academic control, mastery approach and work avoidance goals. These findings confirm and extend previous knowledge regarding the relevance of parents’ engagement to children’s educational outcomes.
... Children generally have several specialized subject teachers in secondary education compared with one individual teacher for all subjects for the entire school year in primary education (though the presence of specialist maths teachers is becoming increasingly common in English primary schools, helped by government initiatives and training bursaries). Children report several concerns relating to this new environment, such as becoming lost when navigating their new school buildings or being late for class [18,19]. Prospective relationships in secondary education also cause some concern among children during the transition process, especially regarding bullying and making new student-teacher relationships [19]. ...
Maths attainment is essential for a wide range of outcomes relating to further education, careers, health and the wider economy. Research suggests a significant proportion of adults and adolescents are underachieving in maths within the UK, making this a key area for research. This study investigates the role of children's perceptions of the school climate (children's affect towards school and student–teacher relationships), their attitudes towards maths and teacher characteristics as predictors of maths attainment trajectories, taking the transition from primary to secondary education into consideration. Two growth models were fit using secondary data analysis of the Avon Longitudinal Study of Parents and Children (ALSPAC). The first model, which looked at predictors of maths attainment in primary education, found significant associations only between positive maths attitudes and increased maths attainment. The second model, which looked at predictors of maths attainment in secondary education, found significant associations between increased maths attainment and positive maths attitudes, decreased school belonging, positive student–teacher relationships and increased teacher fairness. The findings suggest that the secondary education school environment is particularly important for maths attainment.
... S druge strane, doprinos razreda učeničkim stavovima o čitanju nije bio očekivan jer su učenici bili vrlo slične dobi. Naime, eventualne razlike koje bi se mogle pojaviti prilikom usporedbe učenika prvog i drugog razreda bilo bi moguće dovesti u vezu sa specifičnostima prvog razreda srednje škole, koji učenici često doživljavaju stresnim nakon napuštanja potpuno različitog sustava osnovne škole (Akos i Galassi, 2004;Blyth, Simmons i Carlton-Ford, 1983). Međutim, s obzirom na to da razred, u skladu s hipotezama, nije bio povezan s učeničkim stavovima, doprinos ove varijable koji je izdvojen u regresijskoj analizi, vjerojatno odražava supresorski učinak koji se ne može detaljnije interpretirati samo na temelju podataka prikupljenih ovim istraživanjem. ...
Monografija Čitanje u ranoj adolescenciji financirana je u sklopu Erasmus plus projekta Boys reading koji je dobio dvogodišnje financiranje za razdoblje od 2014. do 2016. godine i provodio se na tri razine: međunarodne suradnje u prijenosu ideja dobre prakse, implementaciji dobre prakse i istraživanju glavnih postavki i rezultata implementacije dobre prakse. Lista autora čiji su radovi sastavni dio ove publikacije ukazuje na različita područja znanstvenog bavljenja. Različite studije prikazane kroz poglavlja ove znanstvene monografije rezultat su istraživačkih aktivnosti koje su se provodile u okviru projekta Boys reading, ali i neovisnih studija koje su se u istom vremenskom razdoblju provodile u Republici Hrvatskoj.
Sadržajno, ova monografija namijenjena je znanstvenicima, istraživačima, nastavnicima i studentima koji se bave područjem pismenosti, motivacije i uključenosti u čitanje, postignućima u čitalačkoj pismenosti i rodnim razlikama s obzirom na motivaciju i čitalačka postignuća. Monografija je podijeljena u tri dijela i njima pripadajuća poglavlja. Prvi dio uključuje četiri poglavlja s radovima o poticanju čitanja i stavovima prema čitanju. Drugi dio posvećen je temi poticanja čitanja kroz kurikulum i uključuje tri poglavlja, dok se u trećem dijelu u koji su uvrštena tri rada progovara se o čitateljskim navikama studenata te ulozi medija u razvijanju čitalačke pismenosti.
... A successful transition can act as a protective factor for the psychosocial well-being of children and adolescents (Hughes et al., 2013). However, if students cannot overcome the challenges of educational transitions, impaired social and emotional well-being as well as a decline in learning outcomes and academic motivation may be among the consequences (Akos & Galassi, 2004;Hammond, 2016;Holcomb-McCoy, 2007). ...
Educational transitions are associated with significant changes. If students cannot overcome these challenges, their well‐being and motivation may be impaired. Students with clinically relevant emotional or behavioural disorders (EBDs) are at risk for negative transitional experiences. We conducted a systematic review summarising transitional outcomes of students with EBDs. After an electronic search in eight scientific databases, 4,930 publications were screened against six inclusion criteria. Two coders assessed the eligibility of 181 full‐texts. We included k = 22 studies published in English or German (1988–2017). Students with autism (k = 15) and transitions out of school (k = 13) were examined most frequently. Well‐being, achievements, social participation, support and expectations were observed. Poor well‐being and social difficulties were prevalent, but often adjusted over time. The results are limited by the inclusion criteria and search procedures. Nevertheless, the review closes a research gap and has implications for the implementation of interventions and a supportive transition environment for students with clinically relevant EBDs. Further research on individual changes and supportive approaches during transitions is needed.
... Munculnya perilaku kekerasan yang dilakukan oleh siswa di lingkungan sekolah telah menjadi perhatian bagi guru dan orang tua (Akos & Galassi, 2004). Sekolah sebagai tempat bagi anak-anak untuk mendapatkan layanan pengetahuan dan pendidikan telah menghadapi tantangan untuk mengevaluasi layanan dan bantuan mereka dalam mencegah perilaku kekerasan di kalangan siswa mereka, terutama perundungan di lingkungan sekolah (Espelage & Swearer, 2003). ...
Maraknya kasus kekerasan pada siswa sekolah sangat mengkhawatirkan orang tua dan para pendidik. Sekolah dituntut untuk membentuk karakter positif serta mencegah terjadinya perundungan. Indonesia sejak lama sudah memperhatikan kesejahteraan anak-anak di sekolah, termasuk memperhatikan siswa yang tidak mampu memperbaiki tingkatan kelas mereka. Secara bertahap, perhatian ini harus ditingkatkan karena kurikulum menjadi lebih sering berubah. Selain itu, pekerja sosial sekolah harus mempertimbangkan faktor-faktor lain, seperti ruang lingkup misi sekolah yang menjadi lebih luas dan lebih inklusif untuk memastikan rasa hormat siswa. Karena sekolah harus mengutamakan perlindungan terhadap siswa, masalah perundungan di lingkungan sekolah harus menjadi perhatian utama bagi administrator sekolah dan regulator pendidikan. Penelitian kualitatif ini telah mengumpulkan data melalui sumber deskriptif. Tujuan dari penelitian ini adalah untuk memperluas pengetahuan tentang peran pekerja sosial di lingkungan sekolah untuk mencegah perundungan dan mendidik para korban, pelaku, serta orang tua siswa. Studi ini menggali kontribusi yang diberikan oleh pekerja sosial sekolah dalam membantu sekolah untuk mencegah intimidasi dan perundungan di lingkungan sekolah di Indonesia. Pertanyaan utama dalam penelitian ini adalah peran pekerja sosial di lingkungan sekolah untuk mencegah perundungan di lingkungan sekolah. Hasil analisisnya menunjukkan bahwa sekolah yang berpartisipasi dalam penelitian ini sangat membutuhkan pekerja sosial yang dapat mengisi posisi kosong dalam proses pendidikan di sekolah yang bertujuan untuk mencegah peristiwa perundungan.
Kata kunci: pekerja sosial sekolah, perundungan, intimidasi, konseling
... It includes four factors of social behaviour that can evaluate social or anti-social student behavior directly, quickly and at low cost. The transitional period from primary school to junior high school influences socio-emotional and biological development since adolescents are gradually led to independence, searching and negotiating their social identity and passing from childhood friendships to inter-gender relationships (Akos & Galassi, 2004). Their primary school experiences must have already equipped them properly, so as to manage socio-cognitive and emotional difficulties of school and life adequately and to build solid and healthy social relationships with their peers (Cantin & Boivin, 2004). ...
Dance activities are recreational activities which contribute to the vitality of a person who is thus capable of handling his/her emotions and develop social relationships. The experience acquired by a young person who participates in recreational activities contributes to his/her personal and social evolution. Teaching social skills through recreational activities improves the social behavior of children and adolescents in the best possible way. Cooperating skills and empathy are factors of positive social behavior, while quick temperedness and disruptiveness are negative factors (Junttila, Voeten, Kaukiainen & Vauras, 2006). The aim of the study was to investigate whether participating in dance activities and group physical activities contributes to the differentiation of the social skills of adolescents and whether this differentiation is influenced by the gender. The data collection was conducted with the School Social Behavior Scale (SSBS, Merrell, 1993). The sample of the research consisted of 180 adolescent, junior high school students aged 13 who were separated into three groups: a) dancers b) athletes c) non athletes. The results showed that adolescent dancers had better means in cooperating skills and were less disruptive in the group than non athletes. Concerning quick temperedness and empathy, there were no statistically significant differences among the groups. In addition, there were no statistically significant differences, concerning gender.
... Social peer relations are at the centre of school experience (Pereira & Pooley, 2007). It is through relationships, new friendships (Akos & Galassi, 2004), their quality and number, that kids can define their place in a new social hierarchy (Pellegrini & Bartini, 2000) and increase their sense of self-efficacy and safety (Espelage, Bosworth, & Simon, 2000), interrelated factors to feel good in different types of schools. Research shows indeed that a positive relational climate improves school performance in terms of learning and participation levels (MacNeil, Prater, & Busch, 2009;Roeser, Eccles, & Freedman-Doan, 1999;Vieno, Perkins, Smith, & Santinello, 2005;Wang, Selman, Dishion, & Stormshak, 2010;Zullig, Huebner, & Patton, 2011;, minimizing the risk of discomfort and neglect. ...
Early school leaving is a real social emergency across Europe. Literature and field experience show that the factors leading to the decision to drop out of school are different: family problems, economic distress, territorial discomfort. In addition, there are individual characteristics such as: psychological dimensions, ease/difficulty of learning, ability/disability that may contribute to the rejection and to the school resistance, generating perception of inadequacy and failure. The school, in the short term, cannot affect in a profound way on non-school factors, but it can provide a positive atmosphere at school, allowing children to grow up in a serene environment, where relationships are proposing and stimulating. Aiming to make students feel comfortable at school is a way to diminish their risk to drop out. In this way, "going to school" becomes a choice "to feel well" and not a compulsory requirement. The NoOut project, which is presented here, was created with the main objective to model interventions for recovery and development, to be held during school hours, designed to prevent school dropout from primary school. The actions combine synergistically a teaching of basic skills, guidance, reading aloud (teaching of skills, direct experience, deployment of stimulating and engaging learning environments, personal narratives, narrative guidance paths, narrative training, and educational gaming). This article analyses the results outlined through the TVD test (discomfort evaluation test), which presents a drop on test outcome (that means reduction of risk of school dropout) for the first cycle of education in the first year of the NoOut project. The TVD is a tool that can provide a representation of the perceived school discomfort levels at individual and group level.
Adolescent literacy achievement has been, and continues to be, a hot topic in the educational community, with concerns about students’ literacy capabilities consistently dominating the educational landscape, particularly in the area of reading. What is known from years of educational research, high stakes testing and teacher testimonials is that reading is an area of difficulty for many adolescent students. The focus of this research was to investigate adolescents’ reading attainment at one of the most important times in a students’ educational career; the transition from primary school (Year 6) to secondary school (Year 7). Seven co-educational government schools from the state of Tasmania, Australia, participated in the research, whereby a combination of primary and secondary schools from both rural and urban areas were included. Conducted over a two phase process, the research utilised the Progressive Achievement Test in Reading (PAT-R) to determine changes in students’ reading ability. Methods of quantitative analysis were utilised; these employed a series of statistical tests. Results revealed that, for the overall cohort, students’ PAT-R scores significantly declined from Year 6 to Year 7, indicating that the transition to secondary school can have serious negative effects on students’ reading attainment as they transition into secondary education. The research findings raise attention to the impact that transition can have upon adolescent students’ educational success and concludes with suggestions for how schools and educators can enhance the transition process and support students into effective secondary school literacy learning.
After repeated applications and long use of persistent pesticides in soils, a phenomenon known as enhanced (accelerated) degradation of some pesticides has been observed in soils. This has led to isolation of key microbes known to degrade these persistent pesticides in soils. The isolated microbes which are characterized and identified have been used to enhance the degradation of pesticides in contaminated soils and hence the term, bioaugmentation. In this paper we discuss various pesticide compounds which for solong were known to be recalcitrant, but later could be subject to accelerated degradation. Key degraders were isolated and characterized and are potential candidates for bioaugmentation for remediation of contaminated sites. We report the successes registered in studies of atrazine, terbuthylazine, hexazinone, diuron, carbofuran and chlorpyrifos and metribuzin.
Middle school teachers commonly measure and monitor students’ academic performance, but such is not the case for students’ classroom behavior. This is unfortunate, given the rise in students’ classroom behavior problems in middle school, especially for students who experience emotional or behavioral disorders. The Classroom Performance Survey (CPS) is a brief behavior rating scale that has shown promise for use in elementary school settings, but no studies have investigated the psychometric properties of this measure in middle schools. In the present study, 103 middle school students at-risk for emotional or behavioral disorders were rated by their classroom teachers using the CPS. We conducted a psychometric evaluation using a multi-step analytic strategy, including confirmatory factor analysis and reliability analysis. Results showed that the CPS displayed evidence of a reliable two-factor structure (Academic Competence and Interpersonal Competence), predictive validity with academic outcomes (percent of assignments completed and student grades), convergent validity with established behavioral and observational measures, and sensitivity to change over time. Study results suggest positive implications for using the CPS as part of behavior intervention and monitoring efforts in middle schools.
This chapter explores 15 strategies being employed at various public military charter schools across the United States to support the socio-emotional learning and education of the whole learner. These research-based strategies are intended to overcome and vanquish the adverse childhood experiences (identified in a Kaiser health study), various forms of trauma, and typical “at risk” factors so common amongst families who tend to choose public military academies in the hopes these schools will “fix” the many challenges their children face. Through a careful examination of each strategy (including its research basis and benefits and challenges), the author provides a glimpse into a possible formula other public and private schools might consider employing to meet the socio-emotional and educational needs of students impacted by a cacophony of life's challenges.
This study investigated the associations among school climate domains and how school climate interacts with academic performance. A sample of Kosovan public school students ( N = 855) was assessed using the School Climate Survey. The results showed that students had positive perceptions in the school climate domains of teaching and learning and safety, indicating high school morale. Results further showed a positive correlation between students’ perceptions of school safety and their academic performance. Significant gender differences in perceptions of school safety were noted. Maternal education level was also shown to have an impact on student academic performance.
Developmental transitions are critical moments within life trajectories, when past and future are integrated within the present experience, creating new possibilities for the systemic organization of the self. Memory and imagination play an important role in the semiotization of the experience, the elaboration of its emotional dimensions, and the projection of the person towards the future. In this chapter we elaborate on these issues on philosophical and theoretical basis and analyze one particular transitional process, related to the change to the 6th grade in middle school. We explore how an imaginative activity participates in the resignification of this experience. Sara, a girl who is experiencing a transition to the 6th grade in a new school, writes about Carol’s (a fictional character) first day at school. In our analysis of Sara’s school essay, we look into the dynamics between the author’s imagination and her reconstruction of a past experience (changing schools).
School adjustment is the process of copying in a new school environment in order to attain the individual and school’s set goals and aspirations. The government, education managers, and parents have expressed the need to strengthen school Guidance and Counselling services in order to enhance students’ adjustment to the school environment. Public boarding secondary schools are expected tom implement Guidance and Counselling policy of the Ministry of Education and help students adjust to the secondary school environment. This study investigated the effectiveness of Guidance and Counselling services in enhancing students’ adjustment to school academic environment in public boarding secondary schools in Kenya. The study adopted a descriptive research survey design. The study target population was 36,671 comprising of 35,659 Form 3 students, 506 Form 3 class teachers and 506 teachers in charge of Guidance and Counselling from boarding secondary schools in Kitui, Nyeri and Nairobi counties in Kenya. Purposive and simple random sampling techniques were used to select 756 respondents comprising of 720 Form 3 students, 18 Form 3 class teachers and 18 teachers in charge of Guidance and Counselling from 18 secondary schools for the study. Questionnaires were used to collect data from Form 3 students and their class teachers while an interview schedule was used to collect data from teachers in charge of Guidance and Counseling. A pilot study involving 76 respondents was carried out in three public boarding secondary schools from Machakos, Kirinyaga and Thika counties. Using Spearman Brown Prophecy formula by split half technique reliability coefficient of 0.745, 0.746 and 0.736 were realized for students, class teachers and teachers In charge of Guidance and Counseling respectively. This was accepted because an alpha value of 0.7 and above is considered suitable for making group inferences that are accurate. The data were analyzed by use of descriptive statistics with the help of the Statistical Package for Social Sciences (SPSS) version 17.0 for windows and presented in frequency distribution tables, percentages and bar charts. The study also found out that Guidance and Counseling were effective in helping students adjust to school physical, social and academic environment. The findings of this study provide information to school administrators, policymakers, parents and other stakeholders on various issues that need to be addressed in Guidance and Counseling like strengthening individual counseling, training of peer counselors and gender balance in the appointment of school counseling personnel to enhance students adjust to the school environment. The study further suggests ways of improving Guidance and Counselling services in order to make it more effective in public boarding secondary schools.
This chapter explores 15 strategies being employed at various public military charter schools across the United States to support the socio-emotional learning and education of the whole learner. These research-based strategies are intended to overcome and vanquish the adverse childhood experiences (identified in a Kaiser health study), various forms of trauma, and typical “at risk” factors so common amongst families who tend to choose public military academies in the hopes these schools will “fix” the many challenges their children face. Through a careful examination of each strategy (including its research basis and benefits and challenges), the author provides a glimpse into a possible formula other public and private schools might consider employing to meet the socio-emotional and educational needs of students impacted by a cacophony of life's challenges.
We report findings of two studies, one conducted in a rural school district (N = 982) and a second conducted in an urban district (N = 1,079), offering additional evidence of the reliability and validity of a revised instrument, the Student Risk Screening Scale–Internalizing and Externalizing (SRSS-IE), to accurately detect internalizing and externalizing behaviors. The SRSS-IE was modified to include seven additional items characteristic of internalizing behaviors. Items were developed based on information gleaned from current measures and the existing knowledge base as well as teaching experience with students with emotional or behavioral disorders. The original 7 items developed by Drummond (1994) were retained, resulting in a total of 14 items (SRSS-IE14). Scoring procedures remained the same as with the SRSS, with elementary teachers evaluating each student on each item using a 4-point Likert-type scale. In both studies, we examined item-level data, internal consistency, and factor structure. Results supported retention of five of the seven additional items, yielding the SRSS-IE12. In the second study, we explored and established convergent validity of the SRSS-IE12 as well as the two subscales (SRSS-E7, seven original externalizing items, and SRSS-15, five retained internalizing items) with the Systematic Screening for Behavior Disorders (H. M. Walker & Severson, 1992). Limitations and future directions are offered, including how to use information in designing Tier 2 and Tier 3 intervention supports.
In the fairy tale Goldilocks, a young girl enters the home of three bears. As she explores the porridge, chairs, and beds, in each situation she is seeking what is “just right.” It seems that Goldilocks is the perfect metaphor for describing learners experiencing universal design for learning (UDL) as it highlights the importance of learner agency. However, who is in charge of designing the bear’s home to ensure that all that is needed is in place? The teacher’s role in implementing UDL is a topic that has been woefully understudied. This article describes critical practices needed to help teachers design the UDL buffet in ways that provide meaningful support for diverse learners to be successful in achieving high academic standards within the time constraints of the curriculum.
This mixed-method study examines students' expectations and concerns before transitioning from primary to lower secondary school and the role of students' school-related wellbeing and self-esteem in their concerns. Students reported their beliefs about the forthcoming school transition and filled in a questionnaire assessing school burnout and self-esteem. The results showed that the students had positive expectations comprising comfort, friendships, learning, school environment, increased freedom and teacher -student relations. The students' concerns were mainly related to friendships. Furthermore, results indicated that students who reported concerns about peer relations were likely to experience more exhaustion from school than students who did not report concerns about peer relations. Among girls, concerns about peer relations were also related to a cynical attitude towards schoolwork. This study promotes to understand how students can be prepared and what topics should be specifically discussed with them to support their successful transition from primary to lower secondary school.
The unintended academic and social consequences for students experiencing the transition from elementary to middle school have been well documented. A mixed method study was conducted to examine the perceptions and attitudes of 6th grade students, parents, and teachers from four middle schools in a large suburban school district in Southeastern Texas. Utilising data from surveys and focus groups, this study investigated the academic, procedural, and social factors influencing students’ transitions to middle school. Findings indicated positive perceptions from stakeholders on most aspects including choosing and changing classes, having new teachers and friends, obtaining good grades, and experiencing increased expectations. The negative perceptions focused on students being made fun of and safety at school. The results of the study have direct implications for school administrators and the policies to influence the transition process to middle schools in terms of vision, beliefs, and student expectations.
Introduction
How youth cope with academic challenges has important implications for their academic outcomes. The contributions of parental involvement have been relatively well-established; however, few, if any studies have investigated the role of parental socialization of academic coping (i.e., coping suggestions) in shaping youth coping with academic challenges.
Methods
Using a community sample from the United States, we utilized a multi-informant, longitudinal design to investigate the prospective association between parental socialization of academic coping and adolescent coping with academic challenges. Adolescent gender was also examined as a moderator of associations. Participants included 86 two-parent families (54% boys; 38–52% ethnic minorities). At Time 1, mothers and fathers reported on their problem-solving, help-seeking, and disengaged coping suggestions in response to three hypothetical academic challenge scenarios (i.e., forgetting about or performing poorly on an assignment, difficulties managing academic demands). At Times 1 and 2, adolescents reported on their coping strategies (e.g., strategizing, help-seeking, escape) in response to academic challenges.
Results
Father-reported problem-focused suggestions were associated with youths' more adaptive coping (e.g., strategizing, help-seeking) over time. Interestingly, father-reported disengaged suggestions were associated with less maladaptive coping over time. Further, adolescent gender moderated associations linking mothers' and fathers' problem-focused suggestions and fathers’ help-seeking and disengaged suggestions with adolescent coping over time.
Conclusions
Overall, fathers' coping suggestions were associated with more adaptive coping for girls as compared with boys. Findings highlight the role of parental socialization of coping, particularly fathers’ role, in the academic domain.
This report contains a rapid review of the literature in the area of childhood adversity and how it affects children during their lives. Implications for frontline practitioners working with children and young people are also included.The appendices to the report include frameworks, assessments, online resources and evidence-based and evidence-informed programmes which may be of interest to practitioners working with families, children and young people facing some form of adversity.
RESUMO: O artigo apresenta e discute perspetivas de estudantes recém-chegados ao ensino secundário sobre as principais dificuldades acadêmicas que referem ter sentido na transição para esta última etapa obrigatória da escolaridade em Portugal, relacionando-as com a organização curricular das modalidades dos seus cursos. De acordo com as perspetivas recolhidas em seis grupos de discussão focalizada, esta transição parece configurar-se de sentimentos mais positivos para estudantes em cursos profissionais do que para estudantes em cursos científico-humanísticos. Os primeiros apenas referem ter de adaptar-se à elevada carga horária dos cursos. Os segundos lutam com a rapidez e exigência do ensino e do trabalho autônomo resultantes da pressão dos programas e exames. Estes resultados suportam a necessidade de se conceder maior flexibilidade e abertura à organização curricular do ensino secundário.
(1993). Restructuring the ecology of the school as an approach to prevention during school transitions: Longitudinal follow-ups and extensions of the School Transitional Environment Project (STEP). (pp. 103-136). In (Eds.), New York: Haworth Press, Inc.
Felner, R. D., Brand, S., Adan, A. M., Mulhall, P.F., Flowers, N., Sartain, B., & DuBois, D. L. (1993). Restructuring the ecology of the school as an approach to prevention during school transitions: Longitudinal follow-ups and extensions of the School Transitional Environment Project (STEP). (pp. 103-136). In L., Prevention and school transitions. New York: Haworth Press, Inc.
Defining sense of community as a feeling of belongingness within a group, this article reviews research about students' sense of acceptance within the school community to address three questions: Is this experience of belongingness important in an educational setting? Do students currently experience school as a community? And how do schools influence students' sense of community? Conceptually, the review reflects a social cognitive perspective on motivation. This theoretical framework maintains that individuals have psychological needs, that satisfaction of these needs affects perception and behavior, and that characteristics of the social context influence how well these needs are met. The concern here is how schools, as social organizations, address what is defined as a basic psychological need, the need to experience belongingness. The findings suggest that students' experience of acceptance influences multiple dimensions of their behavior but that schools adopt organizational practices that neglect and may actually undermine students' experience of membership in a supportive community.
We discuss the decline in early adolescents' academic motivation after the transition to middle grade schools and review work on how school and classroom environments in traditional middle grade schools could be responsible for these declines. We suggest that there is often a mismatch between characteristics of the classroom environment in traditional middle grade schools and early adolescents' developmental level. We present results of a comprehensive longitudinal study examining the influence of school and classroom environmental factors such as teacher discipline and control practices, teacher-student relations, opportunities for student decision making, teachers' sense of efficacy, and between-classroom ability grouping on student motivation. In general, results indicated that middle grade school math teachers, in comparison to sixth-grade elementary school teachers, control students more, provide them fewer decision-making opportunities, and feel less efficacious. Between-classroom ability grouping also increased in middle grade schools. Many of these changes related to declines observed in students' motivation in middle school.
Examined 1,850 school age children achievement self-perceptions in 4 activity domains (math, English, social activities, and sports) and self-esteem across the transition from elementary to junior high school. Self-esteem scores declined across the transition to junior high, but increased during 7th grade. Self-concepts of ability for math, English, and social activities declined after transition, but perceptions of social ability increased during 7th grade. Perceptions of sports ability declined across 6th and 7th grades. The liking of math and sports declined over time, whereas the liking of English and social activities declined immediately after transition but increased across 7th grade. Many of these changes are attributed to changes in the school and classroom environments encountered on entering junior high school. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
In this article, we analyze data obtained from "Education in the Middle Grades," a national survey of practices and trends using a representative sample of principals in public schools that contain grade 7, to examine the use and perceived effects of practices that are believed by many educators to be especially responsive to the needs of early adolescents. These responsive practices include group advisory periods, interdisciplinary teacher teams, remedial instruction programs, and "school transition" activities. Multiple regression analyses suggest that grade organization is not a consistent determinant of responsive middle-grades practices. Overall, 7-9 junior high and 7-12 combination schools have fewer responsive practices than other middle-grade organizations. There are educationally significant but modest relationships between a school's use of responsive practices and principals' perceptions of the outcomes obtained by the school and its students. Different practices are associated with different i...
To explore the nature of the achievement loss associated with school-to-school transitions from elementary school to middle school and to high school, the author compared 3 groups of 16 school districts in this ex post facto study. A statistically significant achievement loss associated with the transition from elementary school to middle school at 6th grade was found, as compared with K–8 schools that did not have a school-to-school transition at 6th grade. The transition loss in achievement was larger when students from multiple elementary schools were merged into a single middle school during the transition. The students from the middle schools and K–8 elementary schools experienced an achievement loss in the transition to high school at 9th grade. The achievement loss in the transition to high school was larger for middle school students than for K–8 elementary students. High school dropout rates were higher for districts with Grade 6–8 middle schools than for districts with K–8 elementary schools.
Transfer from junior to secondary school is not necessarily accomplished painlessly by children. There has been a general failure to monitor the child's own perception of transition. Worries, as experienced by pupils themselves, may be uncovered by collecting accounts from children (N = 173). Problems in analysing qualitative date are overcome by using a non‐metric multidimensional scaling analysis (the Guttman‐Lingoes Smallest Space Analysis). This procedure intercorrelates items (worries) and represents them as points in a spatial array. Three distinct regions are identifiable in the multidimensional space concerning worries about interpersonal and social relationships, school work and discipline. The structure of these three sources of worries is demonstrated by means of another Guttman procedure, partial order scalogram analysis (POSA). Worries are shown to be qualitatively and quantitatively different over time. Teachers’ perception of worries are demonstrated to be different from those of the children. Findings are discussed in relation to pastoral care.
The purposes of this study were to explore the influence of both parenting style (demandingness and responsiveness) and parental involvement on the achievement outcome of early adolescents and to explore the relations both adolescents' and their parents' perceptions ofparenting, and to compare the influence that the differentperceptions have on adolescents' achievement. Subjects were 247 ninth-grade boys and girls and their parents from urban, suburban, and rural communities in the southeast and the midwest. Questionnaire measures of adolescents' and parents' perceptions of maternal and paternal demandingness, responsiveness, and parental involvement were designed for this program of research. Adolescents'reports ofparenting were found to correlate only moderately with parents' reports. Adolescents'(both boys'and girls'), but not parents', reports of parenting significantly predicted their achievement outcome, with parental involvement significantly predicting achievement above and beyond dimensions of parenting style. The importance of considering both adolescents'and parents'perceptions of parenting is discussed.
Analysis of writing samples from 135 students and interviews with 6 students about their experiences as sixth graders centered around 4 questions: (1) informants about school; (2) amount of stress; (3) safety; and (4) students' perception of school. Outlines activities that might improve the informant role of parents, siblings and peers, and teachers. (10 references) (MLF)
Summarizes research relating to young adolescent's transitions into high school. Notes studies suggesting it is time for educators to reemphasize articulation as a function of middle level education to assist these transitions. (JPB)
The transition from elementary school to middle school or junior high school can be exciting, stressful, scary, and fun all at once for young adolescents. The stress of this transition can either be diffused or augmented by school procedures for introducing these students to the school. In this study, a needs survey was given to a heterogeneous class of 23 fifth-graders in a middle school. It was found that social and procedural needs were considered the most important by the students, and lack of assistance from adults was perceived as highest for certain social needs. The results indicate that needs of early adolescents are not always adequately addressed during their transition to middle school. An appendix provides a copy of the student needs survey instrument. Contains 19 references. (MDM)
Through a review of the transition literature and a survey of 225 students about to enter middle school, the most significant anxieties identified were the following: (1) space concerns about a new and larger building, especially getting lost and being late to class; (2) contact with older and possibly rougher students; and (3) heavy homework assignments. (12 references) (MLF)
The American educational system requires parents to manage their child's school career to maximize their child's school achievement. But parents differ in the specific strategies they select to help their children through school. These strategies are one way in which family background influences children's school achievement. We expand the extant model of how parents influence their children's school careers to encompass various pragmatic strategies devised for the crucial transition to high school. We analyze the responses of a small heterogeneous sample of mothers of eighth graders, who are beginning the transition from middle school to high school. The findings of this exploratory study indicate that parents actively manage their child's school career in ways that can have direct consequences for their child's educational achievement. The number and types of schooling strategies suggested by mothers do not vary among mothers, which indicates that there may be standard parental strategies. The implementation of strategies, however, does vary by the socioeconomic status of the mother, even when the child's academic performance is controlled. Mothers who have at least a college education know more about their child's school performance, have more contact with the teachers, and are more likely to take action to manage their child's academic achievement. We also find that mothers with a college education are more likely to choose college-preparatory courses for their child, regardless of their child's academic performance. We discuss how these findings contribute to our understanding of the process by which parents' socioeconomic status influences the child's academic achievement and educational attainment.
Investigated the effects of the transition from elementary- to middle-level schools on the motivational beliefs (MBs) of 278 students attending 2 substantively different types of middle schools: one was characterized as utilizing task-focused instructional practices, while the other school utilized more traditional practices. Teachers in the latter school particularly emphasized competition, ability grouping, and students' relative ability. Students completed the surveys during the 5th grade, and after the transition to middle school (6th and 7th grades). While few differences in the students' MBs existed at the elementary school assessment, students' MBs changed differently, depending on which middle school they attended. Specifically, students attending the school that placed a greater emphasis on competition and ability differences exhibited higher mean levels of personal performance goals and personal extrinsic goals after the transition. There was an increase in perceptions of an emphasis on performance goals between the 5th and 6th grades for students who moved into this school. In contrast, students who moved to the school that used more task-focused (and less performance-focused) instructional practices exhibited fewer negative shifts in MBs after the transition. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The aim of this investigation was to determine the impact of the timing and number of school transitions on young adolescents' subsequent adjustment. Three groups of adolescents (total N = 253) were compared: those making a single early school transition prior to sixth grade, those making a single later transition prior to seventh grade, and those making a double transition prior to both sixth and seventh grades. Adjustment was assessed in terms of course grades and self-image. Negative effects were found for both early and repeated school transitions, with the double transition being especially debilitating. In addition, effects were seen primarily with course grades. Few gender differences were observed in the response to early and double transitions, but those that emerged suggest that girls may be more adversely affected than boys.
The present study examined the patterns of individual adjustment changes in a sample of 99 early adolescents during an ecological transition from elementary school to middle school. Early adolescents in the sample showed significant changes in their adjustment following the transition, as indicated by their increased psychological distress or decreased academic achievement following the transition. Gender differences were found in adjustment changes over time, suggesting that boys and girls may be differentially affected by middle school transition. Different patterns of adjustment changes were explored by means of cluster analysis on the basis of psychological distress scores before and after the transition. Three distinct patterns were identified across genders, including (a) an average start but increasing to high pattern, (b) an initial low but increasing to moderately high pattern, and (c) a pattern of consistently high scores over time. The results are discussed in terms of individual differences among early adolescents in their adjustment to middle school transition. Implications for research and practice in school psychology also are elaborated.
A critical ingredient for understanding the experiences that students undergo in the transition from elementary school to junior high school is the changing perceptions of the students themselves. To this end, students completed a Concerns Questionnaire during the fifth week of seventh grade where they responded to a list of potential transition concerns by indicating the degree of their concern both when they first entered junior high school and at the present time. Results showed that most students did not have great concerns about items listed. Given this low absolute level of concerns, students perceived even lower total concerns levels after five weeks in junior high. Also, students reported relatively more concerns about academic work than the social aspects of junior high school. Comparisons suggested that the independent variables of student sex, participation style, and previous classroom organization were important, but consistent patterns were not found.
Thesis (Ed. D.)--National-Louis University. Includes bibliographical references (leaves 95-100).
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