A longitudinal study of school adjustment in urban, minority adolescents: Effects of a high school transition program

Described an intervention program designed to prepare elementary school (K‐8) eighth‐grade students for their transition to high school the following year. Participants in the study were 145, predominantly Hispanic, inner‐city public school adolescents. The experimental group received an augmented c...

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Bibliographic Details
Published in:American journal of community psychology 1994-06, Vol.22 (3), p.341-369
Main Authors: Reyes, Olga, Gillock, Karen, Kobus, Kimberly
Format: Article
Language:English
Subjects:
Adaptation, Psychological
Adjustment
Adolescent
Adolescents
attrition
Biological and medical sciences
Chicago
Educational psychology
Educational Status
Elementary school students
Ethnic groups
Female
Fundamental and applied biological sciences. Psychology
High School Students
high school transition
High Schools
Hispanic Americans
Hispanic Americans - education
Hispanic Americans - psychology
Humans
Life Stage Transitions
Longitudinal studies
Male
Miscellaneous
Peer Group
peer models
Psychology
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Public Schools
Risk Factors
school dropout
Secondary schools
Social Environment
Social research
Social Support
Student Dropouts - psychology
Students
Transition programmes
Urban Areas
Urban Population
USA
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Summary:Described an intervention program designed to prepare elementary school (K‐8) eighth‐grade students for their transition to high school the following year. Participants in the study were 145, predominantly Hispanic, inner‐city public school adolescents. The experimental group received an augmented condition, consisting of Education and Peer Support Components. The control group received a minimal condition consisting of only the Education Component. While no group effects were observed, time effects indicated experimental and control students' improved perceptions of school readiness, but deteriorated perceptions of support from both home and school and diminished grade‐point averages and attendance. Time effects also revealed variable changes in school perceptions. Findings are discussed in terms of a developmental perspective of the school transition process. Implications for high school transition programming with the target population and directions for future research are also addressed.
ISSN:0091-0562
1573-2770
DOI:10.1007/BF02506870