中学转学的社会和情感结果的理论探讨

S. Waters, L. Lester, E. Wenden, D. Cross
{"title":"中学转学的社会和情感结果的理论探讨","authors":"S. Waters, L. Lester, E. Wenden, D. Cross","doi":"10.1017/jgc.2012.26","DOIUrl":null,"url":null,"abstract":"Adolescent development involves a complex interplay between genetics, biology, and social and emotional relationships within multiple contexts of home, school and the broader community. The transition from primary to secondary school, coupled with the onset of puberty, can therefore be a difficult period for young people to negotiate at a critical period of their developmental pathway. Using a social ecological perspective, this article examines the impact of the transition experience on adolescent social and emotional health, both immediately following transition to secondary school and at the end of the first year in this new school environment. This 1-year prospective study involving 1,500 Australian Grade 8 secondary school students found that 31% of students in the sample experienced a ‘difficult’ or ‘somewhat difficult’ transition to their new school. This third of the student sample were consequently more likely to experience poorer social and emotional health, including higher levels of depression and anxiety at the end of their first year of secondary school, while controlling for these variables at the time of transition. A central message from this work exemplifies the urgent need for a longitudinal intervention trial to develop best practice guidelines for activities that help ameliorate the negative impact a change in education context can create for adolescents negotiating a rapid metamorphosis from childhood to adulthood.","PeriodicalId":102318,"journal":{"name":"Australian Journal of Guidance and Counselling","volume":"29 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2012-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"78","resultStr":"{\"title\":\"A Theoretically Grounded Exploration of the Social and Emotional Outcomes of Transition to Secondary School\",\"authors\":\"S. Waters, L. Lester, E. Wenden, D. Cross\",\"doi\":\"10.1017/jgc.2012.26\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Adolescent development involves a complex interplay between genetics, biology, and social and emotional relationships within multiple contexts of home, school and the broader community. The transition from primary to secondary school, coupled with the onset of puberty, can therefore be a difficult period for young people to negotiate at a critical period of their developmental pathway. Using a social ecological perspective, this article examines the impact of the transition experience on adolescent social and emotional health, both immediately following transition to secondary school and at the end of the first year in this new school environment. This 1-year prospective study involving 1,500 Australian Grade 8 secondary school students found that 31% of students in the sample experienced a ‘difficult’ or ‘somewhat difficult’ transition to their new school. This third of the student sample were consequently more likely to experience poorer social and emotional health, including higher levels of depression and anxiety at the end of their first year of secondary school, while controlling for these variables at the time of transition. A central message from this work exemplifies the urgent need for a longitudinal intervention trial to develop best practice guidelines for activities that help ameliorate the negative impact a change in education context can create for adolescents negotiating a rapid metamorphosis from childhood to adulthood.\",\"PeriodicalId\":102318,\"journal\":{\"name\":\"Australian Journal of Guidance and Counselling\",\"volume\":\"29 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2012-12-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"78\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Australian Journal of Guidance and Counselling\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1017/jgc.2012.26\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Australian Journal of Guidance and Counselling","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1017/jgc.2012.26","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 78

摘要

青少年的发展涉及到遗传学、生物学以及家庭、学校和更广泛的社区等多种背景下的社会和情感关系之间复杂的相互作用。因此,从小学到中学的过渡,加上青春期的开始,对于年轻人来说,在他们发展道路的关键时期是一个艰难的时期。本文从社会生态学的角度,考察了过渡经历对青少年社会和情感健康的影响,包括刚过渡到中学和在新的学校环境中第一年结束时。这项为期一年的前瞻性研究涉及1500名澳大利亚八年级中学生,发现样本中31%的学生经历了“困难”或“有点困难”的过渡到新学校。因此,这三分之一的学生样本更有可能经历较差的社会和情感健康,包括在中学一年级结束时更高程度的抑郁和焦虑,同时在过渡时期控制这些变量。这项工作的核心信息表明,迫切需要进行纵向干预试验,以制定最佳实践指南,帮助改善教育环境变化可能对正在经历从童年到成年快速蜕变的青少年产生的负面影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
A Theoretically Grounded Exploration of the Social and Emotional Outcomes of Transition to Secondary School
Adolescent development involves a complex interplay between genetics, biology, and social and emotional relationships within multiple contexts of home, school and the broader community. The transition from primary to secondary school, coupled with the onset of puberty, can therefore be a difficult period for young people to negotiate at a critical period of their developmental pathway. Using a social ecological perspective, this article examines the impact of the transition experience on adolescent social and emotional health, both immediately following transition to secondary school and at the end of the first year in this new school environment. This 1-year prospective study involving 1,500 Australian Grade 8 secondary school students found that 31% of students in the sample experienced a ‘difficult’ or ‘somewhat difficult’ transition to their new school. This third of the student sample were consequently more likely to experience poorer social and emotional health, including higher levels of depression and anxiety at the end of their first year of secondary school, while controlling for these variables at the time of transition. A central message from this work exemplifies the urgent need for a longitudinal intervention trial to develop best practice guidelines for activities that help ameliorate the negative impact a change in education context can create for adolescents negotiating a rapid metamorphosis from childhood to adulthood.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
自引率
0.00%
发文量
0
期刊最新文献
Who Struggles Most in Making a Career Choice and Why? Findings from a Cross-Sectional Survey of Australian High-School Students. Ethical Practice in Applied Psychology Christopher Boyle and Nicholas Gamble (2014). South Melbourne: Oxford University Press. ISBN 9780195523102 ADHD and Adaptability: The Roles of Cognitive, Behavioural, and Emotional Regulation JGC volume 24 issue 2 Cover and Back matter JGC volume 24 issue 2 Cover and Front matter
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1