ERIC Number: ED285093
Record Type: RIE
Publication Date: 1987-Apr
Reference Count: N/A
Responses to Developmental and Family Changes in Early Adolescence.
Petersen, Anne C.; And Others
Research has identified several factors which may be stressful in early adolescence, including school change, puberty, and family changes. This study used a longitudinal cohort sequential design to examine whether stressful changes in early adolescence have impact beyond early adolescence. Of the 335 sixth graders initially sampled, 169 were available for follow-up as high school seniors. School achievement and self-image were measured; normative changes of timing and sequence of school change and puberty were examined; and non-normative family changes of divorce, remarriage, death, significant illness, and major job change of a parent were investigated. The hypothesis that school achievement would be more stable over time than would self-image was supported for girls, but not for boys. The two changes showing significant effects at follow-up with self-image were school transition and synchrony. Subjects experiencing two school transitions had significantly better self-images than did those with only one school transition. Those who went through puberty more than 6 months after school transition had higher self-images than did those who went through puberty at least 6 months before school transition. The findings suggest that early adolescence is a critical transitional period in development, not only for immediate effects but also for enduring consequences for school achievement and psychological adjustment. (NB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, April 20-24, 1987).