Creating Supportive Contexts for Early Adolescents during the First Year of Middle School: Impact of a Developmentally Responsive Multi-Component Intervention.
The transition to middle school is recognized as a period of increased risk for students' adjustment difficulties across the academic, behavioral, and social domains, underscoring the need for developmentally responsive interventions that address these potential vulnerabilities. This study examined...
| Publicado en: | Journal of Youth & Adolescence Vol. 49; no. 7; pp. 1447 - 1464 |
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| Autores principales: | , , , , , , |
| Formato: | Artículo |
| Publicado: |
Springer Nature
Jul2020
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=143802358&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 143802358 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00472891 JYA jtl: Journal of Youth & Adolescence issn: 00472891 maglogo: N pubinfo: dt: Jul2020 vid: 49 iid: 7 pid: 237 pub: Springer Nature artinfo: ui: 143802358 10.1007/s10964-019-01156-2 ppf: 1447 ppct: 17 formats: fmt: – @attributes: type: T – @attributes: type: P size: 1.2MB tig: atl: Creating Supportive Contexts for Early Adolescents during the First Year of Middle School: Impact of a Developmentally Responsive Multi-Component Intervention. aug: au: Dawes, Molly Farmer, Thomas Hamm, Jill Lee, David Norwalk, Kate Sterrett, Brittany Lambert, Kerrylin affil: College of Education, University of South Carolina, Columbia, SC, USA School of Education, University of Pittsburg, Pittsburg, PA, USA School of Education, The University of North Carolina at Chapel Hill, Chapel Hill, NC, USA College of Education, The Pennsylvania State University, State College, PA, USA Department of Psychology, North Carolina State University, Raleigh, NC, USA School of Education, Virginia Commonwealth University, Richmond, VA, USA su: Social adjustment in children Psychology of middle school students Academic achievement Adaptability (Personality) School environment Teacher education sug: subj: Social adjustment in children Psychology of middle school students Academic achievement Adaptability (Personality) School environment Teacher education keyword: Behavioral adjustment Classroom management Early adolescence Middle schoolers School-based intervention Socio-emotional adjustment Behavioral adjustment Classroom management Early adolescence Middle schoolers School-based intervention Socio-emotional adjustment ab: The transition to middle school is recognized as a period of increased risk for students' adjustment difficulties across the academic, behavioral, and social domains, underscoring the need for developmentally responsive interventions that address these potential vulnerabilities. This study examined the impact of a multi-component intervention on students' perceived adjustment during the first year of middle school using a cluster randomized controlled trial design. A total of 24 metropolitan schools (12 intervention), 220 teachers (122 intervention), and 2925 students (1537 intervention) participated. Teachers in intervention schools received training and consultation in the Behavioral, Academic, and Social Engagement (BASE) classroom management model. Significant intervention effects, moderated by students' gender, race/ethnicity, and economic status, were found for self-reported social anxiety, defiance, willingness to protect peers being bullied, and emotional problems. The results suggest that teachers trained in the BASE model were better able to create supportive classroom contexts during the middle school transition which promoted positive adjustment for particular students. This study stresses the importance of using developmentally appropriate strategies across correlated domains to reduce adjustment difficulties during the transition to middle school. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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