NotesFAQContact Us
Search Tips
ERIC Number: ED293020
Record Type: RIE
Publication Date: 1987-Jun-2
Pages: 20
Abstractor: N/A
Reference Count: N/A
Coping with Adolescence: The Functions and Dysfunctions of Poor Achievement.
Petersen, Anne C.; And Others
Adolescence may be conceptualized as a period of life that begins and ends with major developmental transitions: the transition from childhood to adolescence and the transition from adolescence to young adulthood. This study focused on the nature of change in early adolescence and the relationship of that change to adjustment or problem behavior 4 years later. School achievement, self-image, and problem behavior were assessed for 254 adolescents who participated in a longitudinal study conducted when they were in grades six through eight. Respondents (N=154) were followed up 4 years later when they were in their last year of high school. The results revealed that achievement patterns in early adolescence significantly predicted 12th grade achievement. The developmental pattern of school achievement in early adolescence appeared to be more important than actual achievement level, at one point in time. The early adolescent achievement patterns, and achievement levels, were modestly related to self-image, both concurrently and longitudinally. Conventional problem behavior in 12th grade was unrelated to achievement or to self-image, either in early adolescence or concurrently at 12th grade. The results suggest that patterns of change during early adolescence in important behaviors such as school achievement have enduring relationships to subsequent behavior. (NB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. of Mental Health (DHHS), Rockville, MD.
Authoring Institution: N/A
Note: Paper presented at the Biennial Meeting of the Society for Research in Child Development (Baltimore, MD, April 23-26, 1987).