Negotiating the Transition to Junior High School

Abstract

Summary Investigated are the contributions of seventh graders' coping strategies and their perceptions of the school environment to predicting changes in their adaptation during the transition to junior high school. The students completed measures three weeks into the new school year and again three months later. Resource variables included students' use of approach and avoidance coping strategies in response to a specific transition-related Stressor, and their perceptions of their new school environment. Criterion variables included students' ratings of how effectively they coped with the specific Stressor, and their general adaptation to the transition. Zero-order and cross-lag correlations generally showed that the use of approach coping strategies and favorable perceptions of the school environment were associated with higher levels of perceived coping effectiveness and general adaptation to junior high school, while the use of avoidance coping strategies was associated with lower levels of perceived coping effectiveness and general adaptation. Hierarchical regressions revealed prospective effects for initial levels of coping strategies in predicting later perceived coping effectiveness.

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