Seidman E, Allen L, Aber J L, Mitchell C, Feinman J
Psychology Department, New York University, NY 10003.
Child Dev. 1994 Apr;65(2 Spec No):507-22.
This study examined the effects of the normative school transition (n = 580) during early adolescence on the self-system and perceived school and peer social contexts of poor, black (n = 161), white (n = 146), and Latino (n = 273) youth in the public school systems of 3 eastern urban cities. The results revealed negative effects of the school transition on the affective and behavioral domains of the self-system. These declines in self-esteem, class preparation, and grade-point average (GPA) were common across race/ethnicity and gender. Concurrently, the school transition was perceived to be associated with changes in the school and peer contexts. Daily hassles with the school increased, while social support and extracurricular involvement decreased over the transition. Daily hassles with peers decreased, and peer values were perceived as more antisocial. These changes in the school and peer microsystems were also common across race/ethnicity and gender. In addition, transition-associated school and peer changes and, in particular, changes in daily hassles with the school were associated with changes in the academic dimensions of the self-system, that is, academic efficacy expectations, class preparation, and GPA. The results are discussed within a developmental mismatch framework.
本研究考察了青春期早期正常的学校过渡（n = 580）对东部3个城市公立学校系统中贫困的黑人（n = 161）、白人（n = 146）和拉丁裔（n = 273）青少年自我系统以及所感知的学校和同伴社会环境的影响。结果显示，学校过渡对自我系统的情感和行为领域有负面影响。自尊、课堂准备和平均绩点（GPA）的下降在不同种族/族裔和性别中都很常见。同时，学校过渡被认为与学校和同伴环境的变化有关。在过渡期间，与学校的日常烦恼增加，而社会支持和课外参与减少。与同伴的日常烦恼减少，且同伴价值观被认为更具反社会性。学校和同伴微观系统的这些变化在不同种族/族裔和性别中也很常见。此外，与过渡相关的学校和同伴变化，尤其是与学校的日常烦恼变化，与自我系统的学业维度变化相关，即学业效能期望、课堂准备和GPA。研究结果在发展不匹配框架内进行了讨论。
