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.

scholarly journals The Role of Aggressive Peer Norms in Elementary School Children’s Perceptions of Classroom Peer Climate and School Adjustment

2021 ◽  
Author(s):  
Lydia Laninga-Wijnen ◽  
Yvonne H. M. van den Berg ◽  
Tim Mainhard ◽  
Antonius H. N. Cillessen
Keyword(s):  
Elementary School ◽  
Elementary Education ◽  
Classroom Climate ◽  
School Adjustment ◽  
Fifth Grade ◽  
Peer Norms ◽  
Descriptive Norms ◽  
Climate Perceptions ◽  
School Maladjustment

AbstractAlthough prior research has indicated that peer norms for aggression enhance the spread of aggression in classrooms, it is unclear to date how these norms relate to students’ classroom climate perceptions and school adjustment. Aggressive descriptive norms reflect the average aggression of all students in classrooms, whereas aggressive popularity norms represent the extent to which aggressive behavior relates to popularity among peers. This study examined the role of aggressive descriptive and popularity norms in the classroom climate perceptions (cooperation, conflict, cohesion, isolation) and school adjustment (feelings of belonging; social, academic, and general self-esteem) of popular, well-liked, and victimized children. Self-reported and peer-nominated data were obtained from 1511 children (Mage = 10.60 years, SD = 0.50; 47.2% girls) from 58 fifth-grade classrooms. The results indicated that aggressive descriptive and popularity norms both matter in elementary school, but in diverging ways. Specifically, aggressive descriptive norms—rather than popularity norms—contributed to negative classroom climate perceptions irrespective of students’ social position. In addition, whereas descriptive norms contributed to between-classroom variations in some aspects of school adjustment, aggressive popularity norms related to increased school maladjustment for popular and victimized children specifically. Thus, aggressive descriptive norms and popularity norms matter in complementary ways for children’s classroom climate perceptions and adjustment in elementary education.

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.

Fifth grade school adjustment and later arrest rate: A longitudinal study of middle school antisocial boys

1993 ◽  
Vol 2 (4) ◽  
pp. 295-315 ◽  
Author(s):  
Hill M. Walker ◽  
Steve Stieber ◽  
Elizabeth Ramsey ◽  
Robert O'Neill
Keyword(s):  
Middle School ◽  
Longitudinal Study ◽  
School Adjustment ◽  
Fifth Grade ◽  
Grade School ◽  
Arrest Rate

The Pronunciation of Familiar, Unfamiliar and Synthetic Words by Good and Poor Adolescent Readers

1976 ◽  
Vol 8 (3) ◽  
pp. 289-297 ◽  
Author(s):  
Sandra S. Smiley ◽  
Frank L. Pasquale ◽  
Cristine L. Chandler
Keyword(s):  
Word List ◽  
Sixth Grade ◽  
Poor Readers ◽  
Fifth Grade ◽  
Second Grade ◽  
Seventh Grade ◽  
Good Readers ◽  
Adolescent Readers ◽  
The Poor ◽  
Actual Word

The word pronunciations of good and poor seventh-grade readers were compared to second-, fifth-, and sixth-grade readers previously tested on similar lists of actual and synthetic words. On the actual word list, poor readers correctly pronounced about the same number of words as a combined group of normal second- and fifth-grade readers, but fewer words than did the seventh-grade good readers. On the synthetic word list, the performance of the poor readers was comparable to good seventh-grade readers except for the long vowels where their performance most closely resembled poor second-grade readers. The implications of this pattern of results are discussed.

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

Get Your Head in the Game

2013 ◽  
pp. 228-239 ◽  
Author(s):  
Brian Herrig
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Technology Education ◽  
Digital Games ◽  
Digital Game ◽  
Seventh Grade ◽  
School Students ◽  
Introductory Programming ◽  
The World ◽  
Game Environment

This chapter discusses the development and implementation of an introductory programming unit within a seventh grade technology education course. The goal of this unit was to introduce the concepts of programming to middle school students in a way that was accessible and unintimidating. Digital games provide an inherent level of engagement not present in other programming activities, and the digital game environment provides a safe platform for experimentation without concern for safety or equipment. The curriculum described in this chapter provides many practical examples of how digital games can be incorporated into a technology education classroom to engage students in the world of programming.

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