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How the reason for a school move relates to school adjustment
Author(s) -
WarrenSohlberg Luann,
Jason Leonard A.
Publication year - 1992
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(199201)29:1<78::aid-pits2310290113>3.0.co;2-7
Subject(s) - socioeconomic status , psychology , affect (linguistics) , race (biology) , developmental psychology , academic achievement , social psychology , racial differences , mathematics education , ethnic group , demography , sociology , gender studies , population , communication , anthropology
Several authors have suggested reasons for children transferring to new schools, and they have hypothesized that the reasons may affect the nature and tenure of the transition process. The present study investigated the reasons parents of 451 elementary school children gave for changing schools and demonstrated that the reasons influenced children's ability to adjust to their new schools. Specifically, children transferring because their old school closed were more competent academically and had a higher average socioeconomic status than did the other groups. On the other hand, those transferring because of changing households had poorer academic performance and more stressful life events on average than the other groups. Finally, reasons for moving not only vary according to race, but the effects of the reasons are different for each racial group. Implications for school personnel seeking to integrate transfer students into their schools effectively are discussed.