Commenced in January 2007
Paper Count: 30069
What Factors Contributed to the Adaptation Gap during School Transition in Japan?
Abstract:The present study was aimed to examine the structure of children’s adaptation during school transition and to identify a commonality and dissimilarity at the elementary and junior high school. 1,983 students in the 6th grade and 2,051 students in the 7th grade were extracted by stratified two-stage random sampling and completed the ASSESS that evaluated the school adaptation from the view point of ‘general satisfaction’, ‘teachers’ support’, ‘friends’ support’, ‘anti-bullying relationship’, ‘prosocial skills’, and ‘academic adaptation’. The 7th graders tend to be worse adaptation than the 6th graders. A structural equation modeling showed the goodness of fit for each grades. Both models were very similar but the 7th graders’ model showed a lower coefficient at the pass from ‘teachers’ support’ to ‘friends’ support’. The role of ‘teachers’ support’ was decreased to keep a good relation in junior high school. We also discussed how we provide a continuous assistance for prevention of the 7th graders’ gap.
Digital Object Identifier (DOI): doi.org/10.5281/zenodo.1107179Procedia APA BibTeX Chicago EndNote Harvard JSON MLA RIS XML ISO 690 PDF Downloads 1011
 Wentzel, K. R. (2003). Sociometric status and adjustment in middle school: A longitudinal study. Journal of Early Adolescence, 23, 5-28.
 Okada, Y. (2008). Views concerning domains of school life and psychological adjustment in junior high school students: Distinguishing school adaptation and enjoyment of school life. Japanese Journal of Personality, 16, 388-395.
 Okada, Y. (2012). Junior high school students’ school adjustment: From the viewpoint of a peer-relations aspect and a teaching/guiding aspect. The Japanese Journal of Educational Psychology, 60, 153-166.
 National Institute for Educational Policy Research (2014). Leaf over the theory and practice on Seitoshidou. http://www.nier.go.jp/shido/leaf/leaf15.pdf (December 25, 2014)
 Minami, M., Asakawa, K., Akimitsu, K., & Nishimura, A. (2011). School adjustment and anticipatory anxiety about the transition from elementary school to junior high school: A school psychology study. Japanese Journal of educational psychology, 59, 144-154.
 Hirsch, B. J., & Rapkin, B. D. (1987). The transition to junior high school: A longitudinal study of self-esteem, psychological symptomatology, school life, and social support. Child Development, 58, 1235-1243.
 Koizumi, R. (1992). The transition to junior high school. Japanese Journal of Educational Psychology, 40, 348-358.
 Koizumi, R. (1995). Children’s expectations and worries, and their adaptation in the transition to junior high school. Japanese Journal of Educational Psychology, 43, 58-67.
 Nakamura, R., & Koshikawa, F. (2014). Evaluating a psycho-educational program for the prevention of bullying in junior high school. Japanese Journal of Educational Psychology, 62, 129-142.
 Hosoda, A., & Tajima, S. (2009). Influences of social support on self- and other- affirmation in junior high school students. Japanese journal of educational psychology, 57, 309-323.
 Rook, K. S. (1987). Social support versus companionship: Effects of life stress, loneliness, and evaluations by others. Journal of Personality and Social Psychology, 52, 1132-1147.
 Ueda, T. (1996). Self-acceptance as adaptively resigning the self to low self-evaluation. Japanese Journal of Psychology, 67, 327-332.
 Watanabe, Y., & Yamamoto, K. (2003). Effect of social skills training on social skills and self-esteem for junior high school students: The application of SST in both classroom and adjustment guidance class. Japanese Journal of Counseling Science, 36, 195-205.
 Yamada, Y., & Yonezawa, T. (2011). Development of Adaptation Scale for School Environments on Six Spheres. Japanese Annals of Peer Support, 8, 1-10.
 Shimizu, H., & Imae, K. (1981). Development of the Japanese edition of the Spielberger State-Trait Anxiety Inventory (STAI) for student use. Japanese Journal of Educational Psychology, 29, 348-353.
 Onishi, A., Kurosawa, M., & Yoshida, T. (2009). Influences of students’ teacher recognition on abuse. Japanese Journal of Educational Psychology, 57, 324-335.
 Mancini,F., & Gangemi, A. (2004). The influence of responsibility and guilt on naïve hypothesis-testing. Thinking and Reasoning, 10, 289-320.
 Gini, G. (2006). Bullying as a social process: The role of group membership in students’ perception of inter-group aggression at school. Journal of School Psychology, 44, 51-65.
 Onishi, A. (2007). Class norms against bullying and abuse in junior high school students. Japanese Journal of Counseling Science, 40, 199-207.
 Ohkubo, T. (2005). Factors contributing to subjective adjustment to school in adolescents. Japanese Journal of Educational Psychology, 53, 309-317.
 Iida, J., & Ishikuma, T. (2002). School-life skills scale: Development of a junior high school student form. Japanese Journal of Educational Psychology, 50, 225-236.