Following Different Pathways: Social Integration, Achievement, and the Transition to High School
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This study expands research on an academic and social turning point for adolescents, the transition to high school, by analyzing how students' level of social integration into school can affect high school academic performance. Using nationally representative data, three different pathways emerged as students transition to high school, characterized by varying amounts of disruption and opportunity for new social relationships upon entering high school. Findings suggest that elements of middle school social integration, including teacher bonding, popularity, and extracurricular participation, affect academic achievement when students enter high school. However, the association between integration into school and academic performance appears to be contingent upon the pathway students follow.
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Only one study (two articles) analysed a robust, secondary longitudinal dataset from the US National Longitudinal Study of Adolescent Health (Add Health) and its education component, the Adolescent Health and Academic Achievement (AHAA).
“Only one study (two articles) analysed a robust, secondary longitudinal dataset (Langenkamp, 2009(Langenkamp, , 2010)), from the US National Longitudinal Study of Adolescent Health (Add Health) and its education component, the Adolescent Health and Academic Achievement (AHAA).”
From Primary–secondary school transition experiences and factors associated with differences in these experiences: Analysis of the longitudinal Growing Up in Scotland dataset (2023) · cites this paper as Langenkamp, 2009
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Cited by
Sorted by citations
The transition to high school: Current knowledge, future directions
Benner, A. D. (2011) · Educational Psychology Review · doi:10.1007/s10648-011-9152-0 · Cited by 333 · see citing works
Falling behind: Lingering costs of the high school transition for youth friendships and grades
Felmlee, D., McMillan, C., Inara Rodis, P., & Osgood, D. W. (2018) · Sociology of Education · doi:10.1177/0038040718762136 · Cited by 66 · see citing works
Jindal‐Snape, D., Bradshaw, P., Gilbert, A., Smith, N., & Knudsen, L. (2023) · Review of Education · doi:10.1002/rev3.3444 · Cited by 33 · see citing works
- Authors
- Langenkamp, A. G.
- Affiliations
- Georgia State University (US)
- Corresponding author
- Langenkamp, Amy G.
- ORCID
- Langenkamp, Amy G.
- Venue
- American Journal of Education
- Publisher
- University of Chicago Press
- Published
- 2009-11
- Volume
- 116
- Issue
- 1
- Pages
- 69-97
- ISSN
- 0195-6744 (ISSN-L)
- 1549-6511
- PMC
- PMC2906826
- OpenAlex
- W2142784250
- Cited by
- 68
- References
- 2
- Citations by year
- 2025: 1 · 2024: 5 · 2023: 4 · 2022: 2 · 2021: 4 · 2020: 14 · 2019: 2 · 2018: 4 · 2017: 3 · 2016: 8 · 2015: 1 · 2014: 3 · 2013: 7 · 2012: 7
- FWCI
- 13.37
- Type
- journal article
- Language
- en
- Open access
- green
- www.ncbi.nlm.nih.gov
- Locations
- American Journal of Education (publishedVersion)
- PubMed (publishedVersion)
- PubMed Central (acceptedVersion)
- Funders
- Eunice Kennedy Shriver National Institute of Child Health and Human Development (P01HD031921, R01HD040428)
- Topics
- Social Sciences › Education › School Choice and Performance
- Social Sciences › Education › Early Childhood Education and Development
- Social Sciences › Education › Educational Environments and Student Outcomes
- Keywords
- transition to high school, social integration, academic performance, junior high school students, popularity, extracurricular participation, student pathways, adolescent social relationships
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