Adolescence, middle school, internalizing problems, exernalizing problems, ecological
This study utilized an ecological framework to investigate the types of variables that influence adolescent adjustment during middle school and how influences change or stay the same depending on grade level. A cross-sectional approach was taken in which students entering the beginning of their Sixth Grade year and students nearing the end of their Eighth Grade year were administered a comprehensive questionnaire including items about psychological adjustment, parenting characteristics, community support characteristics, ethnic identity, acculturation status, and socio-economic status. Findings suggest that Sixth and Eighth Graders’ experience of emotional and behavioral problems is influenced differently. This is particularly salient as it pertains to parenting support and acculturation variables. Findings support the notion that individualized, multi-systemic style interventions are valuable even within the developmental period of adolescence as important changes in risk and protective factors are taking place as one moves from early- to mid-adolescence.
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Doctor of Philosophy (Ph.D.)
College of Sciences
Psychology; Clinical Psychology
Length of Campus-only Access
Doctoral Dissertation (Open Access)
Dissertations, Academic -- Sciences, Sciences -- Dissertations, Academic
White, Rachel Susan, "Development During Middle School: An Ecological-transactional, Cross-section Examination Of Early Adjustment" (2012). Electronic Theses and Dissertations, 2004-2019. 2372.