ERIC Number: ED300722
Record Type: RIE
Publication Date: 1988-Apr
Reference Count: 0
The Concerns and Attitudes of Early Adolescent Middle School Students in Transition.
Sierer, Timothy M.; Winfield, Linda F.
Junior high schools have been blamed for failing to meet the needs of early adolescents. Proponents of the new middle school structure favored moving grade nine to the high school and moving grade five and or six from the elementary school to the new structural organization. The uniqueness of the middle school is in how the philosophy behind this structure gets translated into a more "student-centered" environment. This study sought to identify students' attitudes regarding their middle school experience. This research study was limited to 8th (N=192) and 9th (N=187) grade students in private schools regarding their self-reported concerns and attitudes with respect to their middle and high school experiences during the 1986-87 school year. This study shared similarities to one using public school students by Mitman (1981). In general it was found that those students achieving a higher grade point average exhibited a more positive attitude toward school. As was expected, it was also found that females were more positive in their attitudes toward school, while eighth graders showed a greater general dislike of school than did their ninth grade counterparts. Students felt that directions and goals were not clear and that teachers were not helping them to learn and understand or to take into account what they were interested in. Students were more confident, felt teachers were friendlier, but felt less like they were making good progress, and had a lower sense of self-efficacy than those in Mitman's study. The implications from this study indicate that the differences in private school norms, rules and regulations are likely to influence achievement outcomes, as well as serve as an added source of pressure. (ABL)
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 (New Orleans, LA, April 5-9, 1988).