Early Adolescents'Development Across the Middle School Years: Implications for School Counselors

Wigfield, Allan; Lutz, Susan L.; Wagner, Ariella

doi:10.5330/prsc.9.2.2484n0j255vpm302

Cited by 68 publications

(13 citation statements)

References 18 publications

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“…Researchers have described transition periods as the most fitting time to pursue attributional retraining interventions because it is at this time that students are less aware of what to expect and therefore more open to a reframing of perception (Perry, Stupnisky, Hall, Chipperfield, & Weiner, 2010). The transition to middle school is particularly characterized by a decrease in academic performance, school liking, and academic motivation for students of all races (Anderman, Maehr, & Midgley,1999;Simmons, Black & Zhou, 1991;Steele, 1992;Wigfield, Lutz & Wagner, 2005). In addition to being characterized by an increasing race-based achievement gap, research shows that the middle school transition can be a decisive period for African-American youth's achievement and motivation, especially for African-American males who are at an even greater risk for academic failure compared to their African American female and non-ethnic minority counterparts (Taylor & Graham, 2007;Yaffe, 2012).…”

Section: Current Studymentioning

confidence: 99%

Modifying Harmful Beliefs About Academic Setbacks: An Attribution Retraining Intervention for African-American Middle School Students at Risk for Academic Failure

Cue

Taylor

2020

JED

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Ongoing reports of the achievement gap suggest the need for effective interventions that can increase motivation and academic outcomes for African-American youth. This study describes a 3-week evidence-based attribution retraining intervention designed to alter harmful beliefs associated with academic failure among African-American middle school students. Guided by attribution theory, the lessons in the intervention were designed to help students modify maladaptive attributions for academic failure and understand that positive academic outcomes could be obtained through increased preparation and effort. Participants included 64 6th graders identified as low achieving who were randomly assigned to either a treatment or wait-list control group. Results showed significant increases in adaptive attributions and decreases in maladaptive attributions for the treatment group compared to the control group. Implications for policy and practice are discussed.

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Section: Current Studymentioning

confidence: 99%

Modifying Harmful Beliefs About Academic Setbacks: An Attribution Retraining Intervention for African-American Middle School Students at Risk for Academic Failure

Cue

Taylor

2020

JED

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“…Compared to children, early adolescents face greater challenges and stresses arising from significant biological, cognitive, and social-emotional developmental changes [1][2][3], resulting in mental health issues such as internalizing and externalizing problems [4,5]. For example, high prevalence rates of adolescent depressive symptoms in the United States (13.3%) and China (24.6%) have been reported [6,7].…”

Section: Introductionmentioning

confidence: 99%

Parent-Child Discrepancies in Perceived Parent-Child Communication and Depressive Symptoms in Early Adolescents in China

Zhang

Shek

Pan

2021

IJERPH

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Although recent studies demonstrated that parent-child discrepancies in the perceived family processes were associated with children’s developmental outcomes, few studies have addressed this issue in different types of families in mainland China. The present study investigated that how discrepancies in parents’ and adolescents’ perceptions of parent-adolescent communication were associated with early adolescent depressive symptoms in a nationally representative sample (N = 15,377) with 7010 father-adolescent dyads (adolescents: Mage = 14.24 years, SD = 1.25 years; 5960 adolescents from two-parent families, 443 adolescents from single-father families) and 8367 mother-adolescent dyads (adolescents: Mage = 14.02 years, SD = 1.18 years; 6670 adolescents from two-parent families, 1362 adolescents from single-mother families) in China. Adolescent respondents completed a measure of depressive symptoms and all informants reported on the perceived levels of parent-adolescent communication. Results indicated that adolescents reported parent-child communication more negatively than did their parents. Father-adolescent discrepancies were also greater in intact families than non-intact families. Polynomial regression analyses indicated that while there was a significant interactive effect of father-reported and adolescent-reported father-adolescent communication in Chinese two-parent families, no significant interaction was found for mother-adolescent dyad. Besides, adolescent-reported mother-child communication interacted with mother-reported communication in Chinese single-mother families only. The findings clarify parent-adolescent discrepancies in parent-child communication in different types of families in China and they have theoretical and practical implications on the role of discrepancies in parents and adolescent children on perceived parent-adolescent communication in early adolescent depressive symptoms.

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“…Second, after entering middle school, adolescents tend to have low academic self-efficacy. Many of them cannot accurately assess their own learning ability, and their academic motivation decreases (Wigfield et al, 2005).…”

Section: Introductionmentioning

confidence: 99%

“…First, interpersonal relationships during adolescence are more complicated than those of childhood, and this change can result in some difficulties with adaptation for many adolescents. One issue is that, after entering middle school, their close friends may be placed in different classes so that they have less contact with each other (Wigfield, Lutz, & Wagner, 2005). In this situation, adolescents may have less support from friends, making them more likely to feel lonely (Benner, 2011).…”

Section: Introductionmentioning

confidence: 99%

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Possible Relationship Between Sense of Coherence and Adolescents’ School Adaptation Through Empathy and Parenting: A Moderated Mediation Model

Jin

Yan

2020

The Journal of Early Adolescence

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Recent research has shown that internal factors are important predictors of adaptation, but little research has studied the relationship between a sense of coherence and school adaptation. The present study examined the mediating and moderating mechanisms underlying this relationship. A total of 1,072 middle students completed self-report questionnaires assessing their sense of coherence, fathers’ and mothers’ parenting, empathy, and school adaptation. The results indicated that a sense of coherence was positively associated with school adaptation. A mediation analysis indicated that empathy mediated the relationship between a sense of coherence and school adaptation. Furthermore, both the effect of a sense of coherence on school adaptation and the effect of a sense of coherence on empathy were moderated by positive parenting. The present study contributes to a better understanding of how and when a sense of coherence promotes adolescents’ school adaptation.

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Early Adolescents'Development Across the Middle School Years: Implications for School Counselors

Cited by 68 publications

References 18 publications

Modifying Harmful Beliefs About Academic Setbacks: An Attribution Retraining Intervention for African-American Middle School Students at Risk for Academic Failure

Modifying Harmful Beliefs About Academic Setbacks: An Attribution Retraining Intervention for African-American Middle School Students at Risk for Academic Failure

Parent-Child Discrepancies in Perceived Parent-Child Communication and Depressive Symptoms in Early Adolescents in China

Possible Relationship Between Sense of Coherence and Adolescents’ School Adaptation Through Empathy and Parenting: A Moderated Mediation Model

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