ERIC Number: ED322442
Record Type: RIE
Publication Date: 1990-Mar
Longitudinal Trends in the Effect of Age Status on Role Strain, Self-Esteem, and GPA during the Transition to Middle School.
Fenzel, L. Mickey
Being older rather than younger than most of one's classmates is presumed to provide benefits to students throughout elementary and secondary school. The present study investigated this age status hypothesis among students before and after the transition to middle school in sixth grade with respect to school strain, self-esteem, and grade point average (GPA). Students (N=84) completed questionnaires at four points in time: the end of fifth grade in elementary school, the beginning and end of sixth grade (middle school), and the end of seventh grade. The subjects were placed in one of five age status groups (arranged from youngest to oldest) for the analyses. Results provided support for the hypothesis. Partial correlation analyses, with father's education controlled, showed that age was positively associated with self-esteem and GPA during the fifth and sixth grades but not seventh grade. Strain was negatively associated with age status during fifth and early sixth grades only. Results suggest a developmental trend in which being younger than average has a temporary detrimental effect on adjustment that occurs before and immediately after the transition to middle school. (Author)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Poster presented at the Biennial Meeting of the Society for Research on Adolescence (3rd, Atlanta, GA, March 22-25, 1990).