The transition to junior high school

a longitudinal study of self-esteem, psychological symptomatology, school life, and social support.

B. J. Hirsch, Bruce D. Rapkin

Research output: Contribution to journalArticle

204 Citations (Scopus)

Abstract

This research examined the psychological well-being of 159 white and black students during the transition to junior high school. Adjustment patterns were found to be complex and highly differentiated. Self-esteem was unchanged from the end of sixth through the middle of seventh grades, rising by the end of seventh grade. Girls reported an increase in depressive and other symptoms over time relative to boys. Perceived quality of school life plunged. Peer social support increased only for blacks of high academic competence. Although there were no race differences on overall self-esteem, multivariate analyses of symptom data revealed that blacks reported greater distrust of the environment than they reported negative internal states, whereas whites reported the opposite pattern. The discussion emphasizes the developmental and ecological context of the transition.

Original languageEnglish (US)
Pages (from-to)1235-1243
Number of pages9
JournalChild Development
Volume58
Issue number5
StatePublished - Oct 1987
Externally publishedYes

Fingerprint

Self Concept
Social Support
self-esteem
Longitudinal Studies
social support
longitudinal study
school grade
Psychology
Social Adjustment
Mental Competency
school
Multivariate Analysis
well-being
Quality of Life
Depression
Students
Research
student
hydroquinone
time

ASJC Scopus subject areas

  • Psychology(all)
  • Developmental and Educational Psychology

Cite this

@article{7f1ec46d11ce4030bd0de5f0f68e746a,
title = "The transition to junior high school: a longitudinal study of self-esteem, psychological symptomatology, school life, and social support.",
abstract = "This research examined the psychological well-being of 159 white and black students during the transition to junior high school. Adjustment patterns were found to be complex and highly differentiated. Self-esteem was unchanged from the end of sixth through the middle of seventh grades, rising by the end of seventh grade. Girls reported an increase in depressive and other symptoms over time relative to boys. Perceived quality of school life plunged. Peer social support increased only for blacks of high academic competence. Although there were no race differences on overall self-esteem, multivariate analyses of symptom data revealed that blacks reported greater distrust of the environment than they reported negative internal states, whereas whites reported the opposite pattern. The discussion emphasizes the developmental and ecological context of the transition.",
author = "Hirsch, {B. J.} and Rapkin, {Bruce D.}",
year = "1987",
month = "10",
language = "English (US)",
volume = "58",
pages = "1235--1243",
journal = "Child Development",
issn = "0009-3920",
publisher = "Wiley-Blackwell",
number = "5",

}

TY - JOUR

T1 - The transition to junior high school

T2 - a longitudinal study of self-esteem, psychological symptomatology, school life, and social support.

AU - Hirsch, B. J.

AU - Rapkin, Bruce D.

PY - 1987/10

Y1 - 1987/10

N2 - This research examined the psychological well-being of 159 white and black students during the transition to junior high school. Adjustment patterns were found to be complex and highly differentiated. Self-esteem was unchanged from the end of sixth through the middle of seventh grades, rising by the end of seventh grade. Girls reported an increase in depressive and other symptoms over time relative to boys. Perceived quality of school life plunged. Peer social support increased only for blacks of high academic competence. Although there were no race differences on overall self-esteem, multivariate analyses of symptom data revealed that blacks reported greater distrust of the environment than they reported negative internal states, whereas whites reported the opposite pattern. The discussion emphasizes the developmental and ecological context of the transition.

AB - This research examined the psychological well-being of 159 white and black students during the transition to junior high school. Adjustment patterns were found to be complex and highly differentiated. Self-esteem was unchanged from the end of sixth through the middle of seventh grades, rising by the end of seventh grade. Girls reported an increase in depressive and other symptoms over time relative to boys. Perceived quality of school life plunged. Peer social support increased only for blacks of high academic competence. Although there were no race differences on overall self-esteem, multivariate analyses of symptom data revealed that blacks reported greater distrust of the environment than they reported negative internal states, whereas whites reported the opposite pattern. The discussion emphasizes the developmental and ecological context of the transition.

UR - http://www.scopus.com/inward/record.url?scp=0023430484&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=0023430484&partnerID=8YFLogxK

M3 - Article

VL - 58

SP - 1235

EP - 1243

JO - Child Development

JF - Child Development

SN - 0009-3920

IS - 5

ER -