Changes in Academic Adjustment and Relational Self-worth Across the Transition to Middle School

2013 ◽  
Vol 42 (9) ◽  
pp. 1372-1384 ◽  
Author(s):  
Allison M. Ryan ◽  
Sungok Serena Shim ◽  
Kara A. Makara
Keyword(s):  
Middle School ◽  
Academic Adjustment ◽  
Relational Self ◽  
Transition To Middle School ◽  
Self Worth

Childhood Social Skills as Predictors of Middle School Academic Adjustment

2016 ◽  
Vol 37 (6) ◽  
pp. 825-851 ◽  
Author(s):  
Gordon Emmett Hall ◽  
James Clyde DiPerna
Keyword(s):  
Middle School ◽  
Academic Achievement ◽  
Social Skills ◽  
Academic Adjustment ◽  
Approaches To Learning ◽  
Academic Skills ◽  
Fifth Grade ◽  
Eighth Grade ◽  
Achievement Data ◽  
Kindergarten Class

The present study used multiple regression analyses to examine the relationships between fifth-grade social skills and eighth-grade academic achievement. Data were drawn from the Early Childhood Longitudinal Study–Kindergarten Class of 1998-1999 (ECLS-K). Results indicated no relationship between positive or negative social behavior in fifth grade and academic achievement or teacher-rated academic skills in eighth grade. However, consistent with previous studies, fifth-grade approaches to learning were found to be positive predictors of both academic achievement and teacher-rated academic skills in eighth grade. In addition, these results suggest that socioeconomic status plays a significant and potentially unexplored avenue for understanding these outcomes. These results further illuminate the way behaviors in elementary school relate to academic adjustment to middle school.

scholarly journals Social Integration and Students’ Perceptions of the Transition to Middle School

2013 ◽  
Vol 4 (1) ◽  
Author(s):  
Kathleen M. Day ◽  
Jill V. Hamm ◽  
Kerrylin Lambert ◽  
Thomas W. Farmer
Keyword(s):  
Middle School ◽  
Social Integration ◽  
Transition To Middle School

Staff Development Partnership Smooths Transition to Middle School

1995 ◽  
Vol 26 (5) ◽  
pp. 46-48 ◽  
Author(s):  
Susan S. Weeks ◽  
Fred L Hainley ◽  
Beth Gill MacDonald
Keyword(s):  
Middle School ◽  
Staff Development ◽  
Transition To Middle School

The Role of Basal Cortisol in Predicting Change in Mental Health Problems Across the Transition to Middle School

2015 ◽  
Vol 56 (5) ◽  
pp. 489-495 ◽  
Author(s):  
Anna Roos E. Zandstra ◽  
Johan Ormel ◽  
Esther Nederhof ◽  
Pieter J. Hoekstra ◽  
Catharina A. Hartman
Keyword(s):  
Mental Health ◽  
Middle School ◽  
Mental Health Problems ◽  
Health Problems ◽  
Transition To Middle School ◽  
Basal Cortisol

scholarly journals The Trajectory of Popularity Goal During the Transition to Middle School

2016 ◽  
Vol 37 (6) ◽  
pp. 852-883 ◽  
Author(s):  
Molly Dawes ◽  
Hongling Xie
Keyword(s):  
Middle School ◽  
Ethnic Differences ◽  
Rate Of Change ◽  
Fifth Grade ◽  
Peer Norms ◽  
Seventh Grade ◽  
Spring Semester ◽  
Transition To Middle School ◽  
Peer Norm ◽  
Popularity Goal

The trajectory of early adolescents’ popularity goal during the transition to middle school was examined in a diverse sample of 401 students. Popularity goal was assessed at five time points from the spring semester of fifth grade through the spring semester of seventh grade with the transition to middle school occurring between the fifth and sixth grades. Results showed a significant increase in youth’s endorsement of popularity goal after the transition to middle school followed by a significant decrease in popularity goal over the course of the sixth and seventh grade years. The rate of change for popularity goal during the transition was significantly different depending on youth’s popularity and their perceptions of the popularity peer norm: youth with low popularity significantly increased their popularity goal during the transition, and youth who perceived high peer norms for popularity also significantly increased their popularity goal during the transition to middle school. No gender differences but significant ethnic differences were found in the popularity goal trajectories.

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