Gender and Race as Variables in Psychosocial Adjustment to Middle and High School-Reference-Cited by-同舟云学术

Gender and Race as Variables in Psychosocial Adjustment to Middle and High School

Published:2004-11-01 Issue:2 Volume:98 Page:102-108
ISSN:0022-0671
Container-title:The Journal of Educational Research
language:en
Short-container-title:The Journal of Educational Research

Author:

Akos Patrick¹,Galassi John P.¹

Affiliation:

1. a The University of North Carolina, Chapel Hill

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.3200/JOER.98.2.102-108

Reference28 articles.

1. Akos, P. (2002). The developmental needs of students in transition from elementary to middle school. Professional School Counseling, 5, 339-345.

2. Anderman, E., Maeher, M. & Midgley, C. (1999). Declining motivation after the transition to middle school: Schools can make a difference. Journal of Research and Development in Education, 32, 131-147.

3. Arowosafe, D. & Irvin, J. (1992), Transition to a middle level school: What kids say. Middle School Journal, 24, 15-19.

4. Barone, C., Aguirre-Deandreis, A. & Trickett, E. (1991). Mean-ends problem-solving skills, life stress, and social support as mediators of adjustment in the normative transition to high school. American Journal of Community Psychology, 19, 207-225.

5. Blyth, D., Simmons, R. & Carlton-Ford, S. (1983). The adjustment of early adolescents to school transitions. Journal of Early Adolescence, 3, 105-120.

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