The effects of pubertal timing and school transition on preadolescents’ well-being
Authors: Tim Seifert and Henry Schulz
Overview
Abstract (English)
Previous research has indicated that pubertal development and the transition from middle or elementary school to junior high may present problems for some preadolescents. The effects of these transitions on achievement, psychological well-being, and social relations were examined using data from the National Longitudinal Survey of Children and Youth. Children were tracked during a 2-year period and the changes in outcome scores were assessed. Results indicate that psychological well-being was closely related to social relations, and socioeconomic status was predictive of achievement and social relations. However, pubertal development and school transition had a minimal impact on outcome.
Abstract (French)
Please note that abstracts only appear in the language of the publication and might not have a translation.
Details
| Type | Journal article |
|---|---|
| Author | Tim Seifert and Henry Schulz |
| Publication Year | 2007 |
| Title | The effects of pubertal timing and school transition on preadolescents’ well-being |
| Volume | 22 |
| Journal Name | Canadian Journal of School Psychology |
| Number | 2 |
| Pages | 219-234 |
| Publication Language | English |
- Tim Seifert
- Tim Seifert and Henry Schulz
- The effects of pubertal timing and school transition on preadolescents’ well-being
- Canadian Journal of School Psychology
- 22
- 2007
- 2
- 219-234