Children's School Adjustment: A Developmental Transactional Systems Perspective
Document Type
Article
Publication Date
7-2000
Digital Object Identifier (DOI)
https://doi.org/10.1016/S0193-3973(00)00048-4
Abstract
Developmental pathways relating to internalizing disorders among girls and externalizing disorders among boys were applied to the study of school adjustment within a transactional systems framework. Reports of hassle frequency, hassle severity, and uplift frequency were obtained from 701 third- through fifth-grade children across parent, peer, academic, and family domains. Frequency of peer hassles and uplifts and perceptions of hassle severity were examined in relation to girls' school adjustment. Parental and school-related hassles and uplifts were examined in relation to boys' adjustment. Gender differences and patterns of relationships among predictor variables and adjustment status generally supported the application of developmental transactional systems to understanding school adjustment. Implications of these data for school-based prevention efforts are discussed.
Was this content written or created while at USF?
Yes
Citation / Publisher Attribution
Journal of Applied Developmental Psychology, v. 21, issue 4, p. 429-446
Scholar Commons Citation
Santa Lucia, Raymond C.; Gesten, Ellis L.; Rendina-Gobioff, Gianna; Epstein, Monica E.; Kaufmann, Dagmar; Salcedo, Octavio; and Gadd, Ray, "Children's School Adjustment: A Developmental Transactional Systems Perspective" (2000). Psychology Faculty Publications. 1449.
https://digitalcommons.usf.edu/psy_facpub/1449
