School Transitions and Adjustment During Early Adolescence

Abstract

The aim of this investigation was to determine the impact of the timing and number of school transitions on young adolescents' subsequent adjustment. Three groups of adolescents (total N = 253) were compared: those making a single early school transition prior to sixth grade, those making a single later transition prior to seventh grade, and those making a double transition prior to both sixth and seventh grades. Adjustment was assessed in terms of course grades and self-image. Negative effects were found for both early and repeated school transitions, with the double transition being especially debilitating. In addition, effects were seen primarily with course grades. Few gender differences were observed in the response to early and double transitions, but those that emerged suggest that girls may be more adversely affected than boys.

A Qualitative Exploration of the Transition Experience of Students from a High School to a Senior High School in Rural Western Australia

“…The multiple transitions that are experienced by students who undertake elementary-middle-high school structure have also been investigated (Alspaugh, 1998;Blyth et al, 1983;Crockett et al, 1989;Feiner et al, 1981). Alspaugh (1998) andBlyth et al' s ( 1983) studies outlined above support the notion of a 'double jeopardy'.…”

“…In conclusion the review will provide a summary of the research limitations and suggestions for future research. It appears that transition research has focused primarily on American, metropolitan schools, and students undergoing the elementary to middle school transition at approximately 11 years old (Alspaugh, 1998;Barone et al, 1991;Blyth, Simmons, & Bush, 1978;Blyth et al, 1983;Cotterell, 1992;Crockett et al, 1989;Feiner et al, 1981;Hirsch & DuBois, 1992;Hirsch & Rapkin, 1987;Isakson & Jarvis, 1999;Reyes et al, 2000;Schiller, 1999). Furthermore, quantitative methodologies have predominantly been utilised (Alspaugh, 1998;Barone et al, 1991;Blyth et al, 1978;Blyth et al, 1983;Cotterell, 1992;Crockett et al, 1989;Feiner et al, 1981;Hirsch & DuBois, 1992;Hirsch & Rapkin, 1987;Isakson & Jarvis, 1999;Reyes et al, 2000;Schiller, 1999), providing useful information on the effects of school transitions but not on the qualitative experience from the students' perspectives (Brown & Armstrong, 1982;Johnstone, 2001Johnstone, , 2002Rowland, 2002;Yates, 1999).…”

“…Organisational factors such as school size (Cotterell, 1992), structure (Alspaugh, 1998;Barone et al, 1991;Blyth et al, 1978;Blyth et al, 1983) and feeder patterns (Schiller, 1999) have been examined. The potential additive effect of multiple school transitions has also been investigated (Alspaugh, 1998;Blyth et al, 1983;Crockett et al, 1989;Feiner et al, 1981).…”

“…Alspaugh (1998) andBlyth et al' s ( 1983) studies outlined above support the notion of a 'double jeopardy'. Double jeopardy refers to the additive effect of multiple school transitions on students' school experiences (Alspaugh, 1998;Blyth et al, 1983;Crockett et al, 1989;Feiner et al, 1981). The negative affects of school transitions appear to be greater for students who undertake multiple transitions (Alspaugh, 1998;Blyth et al, 1983;Crockett et al, 1989;Feiner et al, 1981).…”

“…Double jeopardy refers to the additive effect of multiple school transitions on students' school experiences (Alspaugh, 1998;Blyth et al, 1983;Crockett et al, 1989;Feiner et al, 1981). The negative affects of school transitions appear to be greater for students who undertake multiple transitions (Alspaugh, 1998;Blyth et al, 1983;Crockett et al, 1989;Feiner et al, 1981). Feiner et al (1981) investigated the double jeopardy for 250 students who had completed at least grade 9 and were attending three public high schools in America.…”