High school transition-related changes in urban minority students' academic performance and perceptions of self and school environment

Self-regulated learning and executive function: exploring the relationships in a sample of adolescent males

“…As a result academic goal setting, prioritizing and planning may be less of a priority. In addition, it has been recognized that the transition to high school involves a complex renegotiation of student's social relationships with both teachers and peers (Gillock & Reyes, 1996;Langenkamp, 2010). As Zimmerman (1998) suggests that teachers and peers are key social sources of SRL experiences, this transition to high school may be related to a temporary decline in achievement following the transition (Barone, Aguirre-Deandreis, & Trickett, 1991;Eccles et al, 1993;Lucey & Reay, 2000;Reyes, Gillock, Kobus, & Sanchez, 2000).…”

Trajectories of Chinese students' sense of school belonging and academic achievement over the high school transition period

“…The results indicated that there were three different patterns of students' academic achievement trajectories in our sample. A majority of students' academic achievement declined during the high school transition period, which is consistent with the previous findings that school transitions were associated with a decline in students' academic achievement (Gillock & Reyes, 1996;Reyes, et al, 2000). Furthermore, we found nearly 12% of students' academic achievement significantly increased, and another 10% of students' academic achievement remained stable during this period.…”

“…Hence, in the present study, we focus on students' academic achievement trajectories in the first term of grade 10, and examine how the development of Chinese students' sense of school belonging influences their academic achievement over the first high school term. In previous research, some studies indicated that as a stressful experience for students, the school transition was often associated with deteriorated academic achievement for both boys and girls (Gillock & Reyes, 1996;Reyes, et al, 2000). On the other hand, theories of resiliency have suggested that many students may adjust well within a context of significant hardship (Gomez & McLaren, 2006).…”

Adolescent Development in Interpersonal Context

“…Research suggests that school transitions can disrupt the academic performance, behavior, and self-image of adolescents, but this disruption generally appears temporary. Over time, most youngsters adapt successfully to changing schools, especially when other contexts-family and peer relationships, for example-remain stable and supportive and when the new school environment is well suited for adolescents (Anderman & Midgley, 1996;DuBois, Eitel, & Felner, 1994;Gillock & Reyes, 1996;Koizumi, 1995;Lord, Eccles, & McCarthy, 1994;Teachman, Paasch, & Carver, 1996;Wigfield & Eccles, 1994).…”