ERIC Number: ED445768
Record Type: RIE
Publication Date: 1999-Apr
Differences in Stress and Social Support among Students Entering Urban, Urban Fringe, or Suburban Middle Schools.
Wenz-Gross, Melodie; Parker, Robin
Noting that both stress and social support play an important role in middle school students' adjustment and motivation for school, two studies compared the stress and social support experienced by students entering middle school in different settings. The two studies of middle school students included overlapping measures of stress, social support, and school liking of sixth graders who entered middle schools in either urban, urban fringe, or suburban public schools in the northeast. Data were collected at the beginning and at the end of the school year. Analyses of variance showed significant differences in stress and social support, with urban students experiencing significantly higher school stress and significantly lower social support from family, friends, and school personnel than urban fringe or suburban students. Urban students also experienced qualitatively different stressors, which suggests that problems with peers are of much more concern for them than for students entering middle schools in urban fringe or suburban communities. Multiple regression analysis showed that liking school at the end of the year was related to having less school stress and more social support from school personnel at the beginning of the school year, being female, and moving into a middle school in an urban fringe or suburban, rather than an urban community. (Author/KB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Biennial Meeting of the Society for Research in Child Development (Albuquerque, NM, April 15-18, 1999).