A measure of adaptation to problematic academic and interpersonal tasks of middle school
dc.contributor.author | Elias, Maurice J. | en_US |
dc.contributor.author | Ubriaco, Michael | en_US |
dc.contributor.author | Reese, Ann M. | en_US |
dc.contributor.author | Gara, Michael A. | en_US |
dc.contributor.author | Rothbaum, Peggy A. | en_US |
dc.contributor.author | Haviland, Martha B. | en_US |
dc.date.accessioned | 2006-04-10T15:16:05Z | |
dc.date.available | 2006-04-10T15:16:05Z | |
dc.date.issued | 1992 | en_US |
dc.identifier.citation | Elias, Maurice J., Ubriaco, Michael, Reese, Ann M., Gara, Michael A., Rothbaum, Peggy A., Haviland, Martha (1992)."A measure of adaptation to problematic academic and interpersonal tasks of middle school." Journal of School Psychology 30(1): 41-57. <http://hdl.handle.net/2027.42/30113> | en_US |
dc.identifier.uri | http://www.sciencedirect.com/science/article/B6V6G-45XV6DF-26/2/59013b0feb48d25056ee3f61ac510c7b | en_US |
dc.identifier.uri | https://hdl.handle.net/2027.42/30113 | |
dc.description.abstract | This study examined the development and validation of a measure of adaptation to problematic academic and interpersonal tasks that arise during the transition to middle school (Survey of Adaptational Tasks of Middle School -- SAT-MS). In terms of Bronfenbrenner's framework of "ecological transitions," a set of psychosocial tasks was reliably identified, and the perceived impact of these tasks was found to be related to self-concept and perceived school environment. Sex differences consistent with differential development expectations emerged. The results suggested that for girls, peer relationship tasks were most salient with regard to criterion measures, whereas for boys, peer relationshipm conflict with authority, and academic pressure tasks all related to criterion measures. The major findings were replicated for both a predominantly white, suburban sample and a predominantly urban, nonwhite sample. The results are discussed in terms of the needs of children during periods of adaptational challenge. | en_US |
dc.format.extent | 1144268 bytes | |
dc.format.extent | 3118 bytes | |
dc.format.mimetype | application/pdf | |
dc.format.mimetype | text/plain | |
dc.language.iso | en_US | |
dc.publisher | Elsevier | en_US |
dc.title | A measure of adaptation to problematic academic and interpersonal tasks of middle school | en_US |
dc.type | Article | en_US |
dc.rights.robots | IndexNoFollow | en_US |
dc.subject.hlbsecondlevel | Social Work | en_US |
dc.subject.hlbsecondlevel | Management | en_US |
dc.subject.hlbsecondlevel | Education | en_US |
dc.subject.hlbsecondlevel | Economics | en_US |
dc.subject.hlbtoplevel | Business | en_US |
dc.subject.hlbtoplevel | Social Sciences | en_US |
dc.description.peerreviewed | Peer Reviewed | en_US |
dc.contributor.affiliationum | University of Michigan, USA | en_US |
dc.contributor.affiliationother | Rutgers University, USA | en_US |
dc.contributor.affiliationother | Rutgers University, USA | en_US |
dc.contributor.affiliationother | Rutgers University, USA | en_US |
dc.contributor.affiliationother | University of Medicine and Dentistry of New Jersey Community Mental Health Center at Piscataway, USA | en_US |
dc.contributor.affiliationother | John F. Kennedy Medical Center, Edison, New Jersey, USA | en_US |
dc.description.bitstreamurl | http://deepblue.lib.umich.edu/bitstream/2027.42/30113/1/0000488.pdf | en_US |
dc.identifier.doi | http://dx.doi.org/10.1016/0022-4405(92)90019-2 | en_US |
dc.identifier.source | Journal of School Psychology | en_US |
dc.owningcollname | Interdisciplinary and Peer-Reviewed |
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