Stress appraisals of school transition in early adolescence: Longitudinal trends and gender differences
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AbstractSchool transition has been viewed as a significant stressful event that may affect the mental health of
schoolchildren. This study examined stress appraisals in relation to the transition from primary to secondary
school in early adolescence through the lens of the cognitive-relational theory of stress, with the study foci on
longitudinal trends and gender differences. A total of 608 1015-year-old schoolchildren, divided into either the
school-transition group (n = 208) or the non-transition groups (n = 400), completed a stress appraisal measure
at three time points (i.e., pre-transition, transition, and post-transition) over a 9-month-period. Analyses of the
longitudinal trends of stress appraisals suggest transitioning to secondary school is a stressful period for
adolescents. The results further illustrate gender-linked changing patterns of stress appraisals: whereas both
boys and girls appraised their school life as more stressful immediately after the transition to secondary school,
five months after this transition, however, girls exhibited prolonged perceived stress but boys demonstrated a
recovery. Specifically, gender differences in stress appraisals emerged at 1213
years of age. This study illustrates interesting findings regarding the gender-linked immediate and long-term changes of stress appraisals. Such findings have implications for school-based preventions and interventions.
All Author(s) ListWu-jing He, Wan-chi Wong
Journal nameJournal of Education and Human Development
Year2017
Month3
Volume Number6
Issue Number1
Pages129 - 137
ISSN2334-296X
eISSN2334-2978
LanguagesEnglish-United Kingdom
Keywordsschool transition, stress appraisal, longitudinal trend, gender difference, adolescence

Last updated on 2020-28-11 at 00:11