You are not currently logged in.
Access JSTOR through your library or other institution:
If You Use a Screen ReaderThis content is available through Read Online (Free) program, which relies on page scans. Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Peer Experiences as Predictors of Adjustment Across the Middle School Transition
Julie Newman Kingery and Cynthia A. Erdley
Education and Treatment of Children
Vol. 30, No. 2 (MAY 2007), pp. 73-88
Published by: West Virginia University Press
Stable URL: http://www.jstor.org/stable/42899927
Page Count: 16
Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Preview not available
The role of peer acceptance, number of mutual friends, and friendship quality in predicting adjustment across the transition from elementary to middle school was examined. Participants were 146 students (68 boys, 78 girls) who participated in the Time 1 (spring of fifth grade) and Time 2 (fall of sixth grade) assessments. Peer acceptance and number of friends were assessed using sociometric rating scale and limited nomination procedures. Participants also completed measures that assessed feelings of loneliness, extent of involvement in school, and the quality of a specific mutual friendship. Results of repeated measures MANOVAs revealed a significant decrease in the average number of mutual friendships across time. Regression analyses indicated that peer acceptance and friendship quality and quantity play significant yet somewhat different roles in predicting loneliness and school involvement across the middle school transition. Implications for including a peer component in programs that prepare students for the middle school transition are discussed.
Education and Treatment of Children © 2007 West Virginia University Press