Patterns of Middle School Adjustment and Ninth Grade Adaptation of Rural African American Youth: Grades and Substance Use

Estell, David B.; Farmer, Thomas W.; Irvin, Matthew J.; Thompson, Jana; Hutchins, Bryan C.; McDonough, Erin

doi:10.1007/s10964-007-9167-5

Cited by 41 publications

(47 citation statements)

References 45 publications

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“…Data collection for the assessments used in the current study followed a protocol that has been used for two decades in research on the interpersonal competence of students in middle school and high school settings (e.g., Cadwallader et al 2003;Cairns and Cairns 1994;Cairns et al 1988;Estell et al 2007;Farmer et al 2003a). Specifically, teachers were given a booklet that contained a brief survey for each participant in their 1st period class.…”

Section: Data Collection Proceduresmentioning

confidence: 99%

“…Typically, this system of factors becomes aligned in such a way that the level of functioning in one domain tends to support similar levels of functioning in other domains (Farmer and Farmer 2001). Thus, when youth experience sustained problems in one domain such as academic achievement they are likely to develop or maintain risks in other domains such as peer relations or social behavior that complement their academic difficulties (Cairns and Cairns 1994;Estell et al 2007;Owens et al 2009). …”

Section: Introductionmentioning

confidence: 99%

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The School Adjustment of Rural Adolescents with and Without Disabilities: Variable and Person-Centered Approaches

et al. 2010

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This study examined the school adjustment of adolescents with disabilities and their nondisabled peers in a national sample of rural high school students. The total sample consisted of 7,376 students: 6,704 nondisabled students, 70 students with emotional and behavioral disorders (EBD), 512 students with learning disabilities (LD), and 90 students identified as English language learners (ELL). Teacher ratings on the Interpersonal Competence Scale-Teacher (ICS-T) were used to assess students' adjustment on seven factors: academic, affiliative, aggressive, internalizing, popular, Olympian, and shy. Cluster analyses were used to identify distinct configurations of competence and risk separately for boys and girls. Differences between educational classifications were identified for the ICS-T factors and for the interpersonal competence configurations. Students with EBD were overrepresented in Multi-risk configurations (aggressive high-risk profiles), students with LD were overrepresented in both the Multirisk and Disengaged (non-aggressive high-risk profiles) configurations, and students identified as ELL were overrepresented in Disengaged configurations.

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Section: Data Collection Proceduresmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The School Adjustment of Rural Adolescents with and Without Disabilities: Variable and Person-Centered Approaches

et al. 2010

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“…Following a protocol that has been used with middle school students for two decades (e.g., Estell, Farmer, Irvin, et al, 2007;Farmer et al, in press), data were collected in a group administration format. Consented participants were gathered in their school's cafeteria and were assigned alternating seats such that no student was directly beside or across from another student.…”

Section: Methodsmentioning

confidence: 99%

“…Three specific contextual factors were examined that have been shown to be related to at-risk students' adjustment during the transition to middle school: peer norms for academic effort, teachers' efficacy for addressing the academic and behavioral needs of students, and affiliations with academically productive peers and peers who are not involved in bullying (see Estell, Farmer, Irvin, et al, 2007;Hamm & Faircloth, 2005;Roeser et al, 2000).…”

Section: The Current Studymentioning

confidence: 99%

“…Eccles (1999) suggested that such difficulties reflect a person-environment mismatch in which the demands of the school context are poorly aligned with the developmental needs of the student. Further, youth who have elevated levels of aggression as they begin middle school are at-risk of developing a confluence of academic, behavioral, and social problems that are linked to academic failure, delinquency, substance use, and school dropout (Cairns & Cairns, 1994;Estell, Farmer, Irvin, et al, 2007;Walker & Sprague, 1999). Such difficulties reflect a developmental science perspective, which suggests that youth develop as an integrated whole with multiple factors operating together as a correlated system (Cairns & Cairns, 1994).…”

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confidence: 99%

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Supporting Early Adolescent Learning and Social Strengths: Promoting Productive Contexts for Students at-risk for EBD during the Transition to Middle School

et al. 2010

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This study involved a pilot examination of the impact of the Supporting Early Adolescent Learning and Social Strengths (SEALS) model on the 6th grade academic and social context following the transition to middle school. Two middle schools from a high poverty Appalachian school district were randomly assigned to the intervention and control condition. Following the SEALS training, students in the intervention school had higher peer norms for academic effort. Also, teachers in the intervention school had sustained levels of positive efficacy for meeting the instructional, behavioral,

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School adjustment scale for high school students: Development and initial validation

Kaynak,

Kan

2024

Psychology in the Schools

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Although research has consistently highlighted the importance of school adjustment for high school students, validated tools for assessing this construct are currently lacking. To address this gap, our study aimed to develop and validate a scale to measure school adjustment among high school students. Employing a two‐stage approach, we first examined the concept of adjustment and generated scale items. Subsequently, we surveyed 1121 high school students, and randomly split the data into two groups for subsequent analyses. Through exploratory in the first stage and confirmatory factor analyses in the second stage, we identified two higher‐order factors within the scale: social adjustment and academic adjustment, with academic adjustment consisting of two sub‐factors, academic performance and, academic engagement. The results indicated that the scale has an excellent model fit, as well as adequate reliability and high construct validity. Overall, our study provides a valuable tool for assessing school adjustment in high school students.

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Patterns of Middle School Adjustment and Ninth Grade Adaptation of Rural African American Youth: Grades and Substance Use

Cited by 41 publications

References 45 publications

The School Adjustment of Rural Adolescents with and Without Disabilities: Variable and Person-Centered Approaches

The School Adjustment of Rural Adolescents with and Without Disabilities: Variable and Person-Centered Approaches

Supporting Early Adolescent Learning and Social Strengths: Promoting Productive Contexts for Students at-risk for EBD during the Transition to Middle School

School adjustment scale for high school students: Development and initial validation

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