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ERIC Number: EJ1051551
Record Type: Journal
Publication Date: 2015-Mar
Pages: 9
Abstractor: As Provided
Reference Count: 38
ISBN: N/A
ISSN: ISSN-2159-2020
Middle School Transition Stress: Links with Academic Performance, Motivation, and School Experiences
Goldstein, Sara E.; Boxer, Paul; Rudolph, Erin
Contemporary School Psychology, v19 n1 p21-29 Mar 2015
The present study investigates links between early adolescents' subjective experiences of stress associated with the middle school transition and their academic outcomes. Seventh and eighth grade students (N?=?774) were surveyed about their experiences during their transition to middle school. Students answered questions about stress associated with the transition to middle school, the extent to which their friendships had changed over the course of the transition, and a variety of academic outcomes including academic performance, school bonding, and academic motivation. Results indicate that higher amounts of middle school transition stress predict lower grades, higher school anxiety, and lower school bonding. Moreover, transition stress predicted academic outcomes regardless of whether adolescents were in a stable friendship group across the transition to middle school. Results are discussed in light of implications for promoting positive social and academic development across the transition to middle school.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools; Grade 7; Elementary Education; Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A