An integrative model of the stress process in early adolescence during the transition to middle school was examined in this prospective study. In the model, student role strain (both peer and school work strain) was hypothesized to predict changes in feelings of self-worth, with perceived competence (social and scholastic) and social support (from close friends, parents, and teachers) serving as moderators of the relation. Reciprocal relations also were hypothesized. Results of prospective analyses showed support for the negative effects both of peer and school strain on changes in feelings of self-worth, as well as a role for perceived social competence and social support from close friends as moderators of this type of relation. Reciprocal influences of perceived competence, social support, and feelings of self-worth on levels of strain also were evident individually and in interaction with one another. shown that the transition to middle or junior high school is stressful for many students, especially girls, and can be accompanied by increases in psychological symptoms and declines in feelings of self-worth and in school performance. Individual differences regarding change in feelings of self-worth during the middle school transition are important to investigate both because of the potential for decreased feelings of self-worth to be precipitated by new academic and social competency challenges presented by a new and larger school environment, and because low feelings of self-worth have been found to mediate the development of psychological symptoms and academic difficulties for young adolescents (Harter, 1986(Harter, , 1987(Harter, , 1993.Research on early adolescent school transitions currently is lacking, however, prospective investigations of factors that could influence changes in 93

The Social and Personal Responsibility Scale was employed in a study of the Youth Volunteers program, involving 44 adolescents in 12 projects, equally divided between child care and community service. Participants showed statistically significant gains on the Social Responsibility subscale. Girls gained more than boys and volunteers in community improvement projects gained more than those in child care. However, as in previous studies, gains were quite modest. Testimony from adolescents and adult participants was more strongly positive, volunteers citing improvement in their knowledge of themselves and others and the acquisition of new skills, adults seeing greater willingness to make decisions. Child care volunteers and their adult advisers said they gained competence in working with young children. The generalized impact of volunteer experience on enduring attitudes appears to be positive but small. Future studies should attend as well to differences in the nature of the experiences adolescent volunteers have and to effects that vary among participants.

The present study examined the impact that a personal, integrated spirituality has on well-being and its role in moderating the effects of stressors (both significant life events and hassles) on well-being among a sample of 120 undergraduates at a private religiously affiliated college. The hypotheses were as follows: First, stressors would have a negative impact on subjective well-being (SWB), which consists of satisfaction with life (SWL) and affective well-being (AWB); second, personal spirituality would positively predict SWB independently of stressors; and third, personal spirituality would moderate the relationship between stressors and SWB. Results showed that stressors predicted both dimensions of SWB and that personal spirituality significantly added to the prediction of SWL. Personal spirituality was also found to moderate the relationship between stressors and life satisfaction, accounting for a small yet significant portion of the variance. Personal spirituality is conceptualized as a useful resource among undergraduates for maintaining life satisfaction in the face of stressors. Questions are raised regarding the underlying mechanisms of the observed effects.

Previous research has shown that the transition into junior high school can be difficult for certain subgroups, particularly girls. Recent work has also examined the social support roles played by best friends during the transition and found that high quality friendships can ease the adjustment to the new environment. The present longitudinal study of 410 students in a middle class suburban school district looked at adjustment to junior high school as a function of the quantity, frequency of contact, and intimacy of same-sex and opposite-sex peer relationships at school and with peers attending other schools. Adjustment to the new school at seventh grade was defined in terms of changes from sixth grade in self-esteem, participation in school and nonschool activities, and perceived integration (or, conversely, anonymity) in the school environment. Overall, a significant decrease in the perception of being integrated into the school was found for both males and females but only small, nonsignificant changes in self-esteem and participation were evidenced. In order to test for relationships between school adjustment and social relations, only two extreme groups were examined, representing good adjusters (Gainers) and poor adjusters (Decliners). Results showed significant group-by-sex-of-subject interaction effects for self-esteem on most frequency and intimacy measures. In particular, males who had gained in self-esteem had more frequent peer contacts and were somewhat more intimate with peers than were males who declined. For females, however, results were in the opposite direction. Few consistent results were found for adjustment in terms of participation or perceived integration.