The Transition to High School: Current Knowledge, Future Directions

Benner, Aprile D.

doi:10.1007/s10648-011-9152-0

Cited by 246 publications

(229 citation statements)

References 74 publications

(167 reference statements)

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“…As adolescence begins, youth experience rapid biological, social, cognitive, and psychological transitions (e.g., Benner 2011;Dorn and Biro 2011;Lord et al 1994;Simmons and Blyth 1987). Puberty, changes in peer and family relationships, and increases in cognitive and emotional sophistication occur at the same time that adolescents move from elementary to secondary school settings.…”

Section: Adolescent Developmentmentioning

confidence: 99%

Bullying and Suicidal Behavior During Adolescence: A Developmental Perspective

Gunn

Goldstein

2016

Adolescent Res Rev

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This review of the literature examines the problem of suicide and bullying from a developmental perspective with a focus on the unique characteristics of adolescence that may contribute to the bullying-suicide link. Adolescence is a time of peak physical health, yet can be a period of risky behavior and heightened emotionality. In this literature review, it is argued that a number of developmental factors leave adolescents especially vulnerable to suicidal behavior following exposure to bullying. This review highlights the importance of developmental factors in understanding the bullying-suicide link during adolescence. Adolescence, with an increase in emotionality, risk-taking, and an increased focus on peer relationships, is an at-risk period for the development of suicidality following exposure to bullying. Also highlighted are gender differences, special challenges facing LGBTQ adolescents, and recommendations for intervention and prevention.

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Section: Adolescent Developmentmentioning

confidence: 99%

Bullying and Suicidal Behavior During Adolescence: A Developmental Perspective

Gunn

Goldstein

2016

Adolescent Res Rev

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“…Yalnızlığın sosyal destek, benlik saygısı, stresle başa çıkma, öfke, şiddet, depresyon, akademik başarı, umutsuzluk, aile ve akran ilişkileri ile yakından ilişkili olduğu bulunmuştur. (Caccioppo, 2000;Arkar ve Sarı, 2004;Erözkan, 2004;Kaya, 2005;Kılınç, 2005;Kozaklı, 2006;Köse,2006;Duru, 2008;Çeçen, 2008;Özatça, 2009;Pamukçu ve Meydan, 2010;Şentürk, 2010;Benner, 2011).…”

Section: Introductionunclassified

Adolescents' Social Exclusion, Loneliness and Subjective Well-Being In School: Mediating Role of Emphatic Tendency

Büyükcebeci¹,

Deniz²

2017

IOJES

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The aim of this study is to analyze the meditative role of emphatic tendency in the relationships among social exclusion, loneliness and subjective well-being in school in adolescents. The sample of the study is composed of 601 volunteers (301 female and 290 male) of high-school students. Data are collected by the application of the following scales: Brief adolescents' subjective well-being in school scale (BASWBSS), ostracism experience scale for adolescents, social and emotional loneliness scale and KA-Sİ emphatic tendency scale. Two-step structural equation modelling is employed in this study to determine the role of social exclusion and loneliness on school well-being of adolescents through the meditative role of emphatic tendency. As a result of SEM, regarding the direct influences, it is found that both social exclusion and loneliness predict emphatic tendency in a negative direction. On the other hand, it is understood that the emphatic tendency predicts school well-being in a positive direction. When indirect influences are examined, it is understood that social exclusion effects school subjective well-being via the mediation of empathic tendency negatively with a standardized effect coefficient of -.34 while loneliness effects school subjective well-being via the mediation of empathic tendency negatively with a standardized effect coefficient of -.14. When the fit indices for the model are considered, all the indices can be said to be at acceptable levels. Findings are discussed in the context of related literature.© 2017 IOJES. All rights reserved Keywords: 1 Adolescence, social exclusion, loneliness, school subjective well-being, empathic tendency. Extended Summary PurposeThis study tries to determine the meditative role of the emphatic tendency on the adolescents' school well-being in its relationship with social exclusion and loneliness. Many scholars (Hunter, 2003;Haigh, 2009) agree that empathy has an important role in understanding and explaining social behaviour. MethodThe sample consists of 601 volunteering students of which 311 are female (51.7 %) and 290 are male (48.3 %). The students are chosen by stratified sampling from among different types of high schools and are in different grades. The sample is determined with regard to the number of students attending sub-types of high-school population and their percentage (25 %). Participants constituting the sample are aged between 14 and 18. The mean age of the participants is 16.07 with a standard deviation of 0.94.

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“…Research on early adolescence suggests that this period may be ideally-suited for interventions focused on emotional skills, help-seeking skills, and supportive resources. High school provides opportunities for meeting new friends and mentors, as well as for academic growth and engagement in new activities, but it also presents a host of new stressors [28]. Furthermore, starting high school coincides with the pronounced increase in emotional and behavioral problems that occurs between the ages of 14 and 15 [2,29].…”

Section: Pmentioning

confidence: 99%

“…As they transition to high school, ninth graders face several new and unique challenges and are in a period ideally suited for an intervention that engages internal and social protective factors for suicide prevention [28]. Text4Strength targets p. 24 messages to a broad population, going beyond the clinical populations on which previous research has focused [14][15][16][17].…”

Section: Student Feedbackmentioning

confidence: 99%