Hope levels across adolescence and the transition to high school: Associations with school stress and achievement

2021 ◽  
Vol 91 ◽  
pp. 48-58
Ashley M. Fraser ◽  
Crystal I. Bryce ◽  
Brittany L. Alexander ◽  
Richard A. Fabes
2018 ◽  
Vol 54 (10) ◽  
pp. 1954-1970 ◽  
Kathryn L. Modecki ◽  
Corey Blomfield Neira ◽  
Bonnie L. Barber

2018 ◽  
Vol 39 (12) ◽  
pp. 3324-3359
Shu Hu

Using both quantitative and qualitative data collected in a migrant-sending county from 2012 to 2013, this article examines the mechanisms through which parental migration could shape adolescents’ transition to high school in rural China. Though parental migration improves children’s educational outcomes via social remittance of education value, it also leads to a decline in children’s educational achievements by increasing the odds of parental divorce. The likelihood of divorce rises with the migration of mother or both parents, and this significantly increases the risks of discontinuing schooling and transitioning to vocational high schools, relative to attending academic high schools. In contrast to the conventional explanations of economic resources and psychological health, this article emphasizes the significant role of marital instability in the link between parental migration and children’s educational outcomes.

1996 ◽  
Vol 24 (4) ◽  
pp. 489-515 ◽  
Edward Seidman ◽  
J. Lawrence Aber ◽  
LaRue Allen ◽  
Sabine Elizabeth French

2016 ◽  
Vol 61 ◽  
pp. 176-183 ◽  
W. Alex Mason ◽  
Stacy-Ann A. January ◽  
Charles B. Fleming ◽  
Ronald W. Thompson ◽  
Gilbert R. Parra ◽  

2021 ◽  
Vol 7 ◽  
pp. 237802312098029
Yasmiyn Irizarry

Recent scholarship has examined how accelerated math trajectories leading to calculus take shape during middle school. The focus of this study is on advanced math course taking during the critical yet understudied period that follows: the transition to high school. Data from the High School Longitudinal Study of 2009 are used to examine advanced math course taking in ninth grade, including both track persistence among students who took advanced math in middle school and upward mobility among students who took standard math in middle school. Results reveal sizable racial gaps in the likelihood of staying on (and getting on) the accelerated math track, neither of which are fully explained by prior academic performance factors. Interactions with parents and teachers positively predict advanced math course taking. In some cases, interactions with teachers may also reduce inequality in track persistence, whereas interactions with counselors increase such inequality. Implications for research and policy are discussed.

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