Seidman E, Aber J L, Allen L, French S E
Psychology Department, New York University, New York 10003, USA.
Am J Community Psychol. 1996 Aug;24(4):489-515. doi: 10.1007/BF02506794.
Examined the effects of the normative school transition to senior high school (n = 330) on the self-system and perceived school and peer social contexts of poor, black (n = 83), European American (n = 115), Latino (n = 105), and Asian American (n = 27) youth in the public school systems of three Eastern urban cities. The only negative effect of the school transition on the self-system was a decline in grade point average (GPA). Concurrently, the school transition was perceived to be associated with changes in the school and peer contexts. Across the transition, students reported increased disengagement from school (i.e., increased social support and extracurricular involvement) and increased engagement with peers (i.e., decreased daily hassles and increased involvement). These changes in the school and peer microsystems, like the changes in the self-system, were also common across race/ethnicity and gender. In addition, transition-associated school changes, and in particular changes in daily academic demands/hassles and involvement in school activities, were associated with changes in the academic dimensions of the self-system (i.e., academic efficacy expectations and GPA). Results and implications for preventive intervention are discussed within a developmental mismatch framework.
研究了从初中到高中的正常过渡（n = 330）对东部三个城市公立学校系统中贫困的黑人（n = 83）、欧美裔（n = 115）、拉丁裔（n = 105）和亚裔（n = 27）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。学校过渡对自我系统的唯一负面影响是平均绩点（GPA）下降。同时，学校过渡被认为与学校和同伴环境的变化有关。在整个过渡过程中，学生报告称与学校的脱离程度增加（即社会支持和课外参与增加），与同伴的交往增加（即日常烦恼减少，参与度增加）。学校和同伴微观系统中的这些变化，与自我系统中的变化一样，在种族/族裔和性别方面也很常见。此外，与过渡相关的学校变化，特别是日常学业要求/烦恼和参与学校活动的变化，与自我系统的学业维度变化（即学业效能期望和GPA）有关。在发展不匹配框架内讨论了研究结果及对预防性干预的启示。
