期刊名称：Journal of Educational and Developmental Psychology
印刷版ISSN：1927-0526
电子版ISSN：1927-0534
出版年度：2013
卷号：4
期号：1
页码：10
DOI：10.5539/jedp.v4n1p10
语种：English
出版社：Canadian Center of Science and Education
摘要：Aspects of students’ social integration early in the middle school transition year were examined in relation to their perceptions of their overall transition experience at the end of 6th grade. Participants included 898 students (56.2% female, 29.2% minority) enrolled in 15 rural middle schools across the United States who were affiliated with a peer group. Perceptions of the transition and indicators of students’ social integration were collected through survey and peer nomination procedures. Most students rated their transition positively. Results of the two-level hierarchical linear modeling analysis with cumulative proportional odds models indicated that students who were female, had greater school belonging, and were affiliated with a central peer group were more likely to view the transition favorably after controlling for fifth grade risk of adjustment difficulties. Examination of an interaction effect indicated that White male students were the most likely to perceive an easy transition. Implications for future study are discussed.
