Department of Psychology, The Pennsylvania State University, 113 Moore Building, University Park, PA 16802, USA.
J Youth Adolesc. 2011 Sep;40(9):1077-90. doi: 10.1007/s10964-010-9614-6. Epub 2010 Dec 8.
There is a dearth of literature that examines rural youths' school transition and adaptation over the middle and high school years. Given rural education challenges, this study examines rural youths' developmental trajectories of self-reported grades and affective and behavioral educational outcomes (i.e., school belonging, value of education, school misbehavior, and extracurricular activity participation). The cohort-sequential study consisted of 3,312 African American and White youth (50% female) who were surveyed over three and a half years, including the transition to high school. The results reveal significant changes in the outcomes from sixth to twelfth grade. For example, on average, school misbehavior increased over time while perceived school belonging decreased over time. Gender and race differences emerged; African American youth reported placing higher importance on education and less participation in school activities than White youth. The discussion focuses on the importance of examining rural adolescents' educational pathways during the high school transition.
关于农村青少年在中学和高中阶段的学业过渡和适应问题，相关文献十分匮乏。鉴于农村教育面临的诸多挑战，本研究考察了农村青少年自我报告的成绩以及情感和行为教育成果（即学校归属感、教育价值观、学校越轨行为和课外活动参与度）的发展轨迹。这项队列序列研究包括 3312 名非裔美国人和白人青少年（50%为女性），他们在三年半的时间里接受了调查，其中包括进入高中的过渡阶段。研究结果显示，从六年级到十二年级，这些结果发生了显著变化。例如，平均而言，学校越轨行为随着时间的推移而增加，而感知到的学校归属感则随着时间的推移而下降。研究还发现了性别和种族差异；与白人青少年相比，非裔美国青少年更重视教育，而参与学校活动的程度较低。讨论重点关注了在高中过渡阶段考察农村青少年教育途径的重要性。
