Changes in perceived social support and socioemotional adjustment across the elementary to junior high school transition
Martínez, R. S., Aricak, O. T., Graves, M. N., Peters-Myszak, J., & Nellis, L. (2011). Changes in perceived social support and socioemotional adjustment across the elementary to junior high school transition. Journal of Youth and Adolescence, 40(5), 519-530. https://doi.org/10.1007/s10964-010-9572-z
Abstract Created by REACH
To investigate school transitions, changes in functioning across a 1-year transition period, from the end of the last year of elementary school to the end of the first year of junior high school, were explored. Specifically, children's changes in perceptions of social support (peer, parent and teacher support) as it related to socioemotional adjustment (school problems, internalizing problems, inattention/hyperactivity, and personal adjustment) during the elementary to junior high school transition were examined.
Research summaries convey terminology used by the scientists who authored the original research article; some terminology may not align with the federal government's mandated language for certain constructs.
Cookie Preferences
We use cookies to enhance your browsing experience. Please review our Privacy Statement for more information.
Necessary cookies: Essential for the website to function properly.
Analytics cookies: Help us understand how visitors interact with our website.