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ERIC Number: ED308452
Record Type: RIE
Publication Date: 1989-Mar-28
Pages: 31
Abstractor: N/A
Reference Count: 0
The Transition to Middle School: Longitudinal Trends and Sex Differences in Student Role Strains.
This longitudinal study responds to a need for new perspectives and research tools for studying school transition stress by identifying changes in student role strains and assessing sex differences in these changes during the transition from elementary school to a middle school for grades six through eight. Subjects included 120 fifth-grade students who attended one of two elementary schools which fed into the same middle school in a small city school district. The Early Adolescent School Role Strain Inventory was administered as a part of the larger Middle School Transition Study Questionnaire. Results indicated that: (1) students did not experience more strain in the team-taught middle school program as compared to elementary school; (2) boys endorsed more strains in elementary school than did girls but were not more bothered by the strains; and (3) boys exhibited relatively greater declines in the number and magnitude of strains during the transition to middle school than did girls. Although results are not generalizable to different school and community contexts, the role strain approach promises to be a useful tool for identifying strains that may affect early adolescents' adjustment to school and school transitions. (Author/ABL)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, March 27-31, 1989). For related document, see CG 021 793.