The DOI matches its OpenAlex record; 49 of the 49 references it cites were found in a registry or an index.
The Impact of School Transitions in Early Adolescence on the Self-System and Perceived Social Context of Poor Urban Youth
Abstract
This study examined the effects of the normative school transition (n = 580) during early adolescence on the self-system and perceived school and peer social contexts of poor, black (n = 161), white (n = 146), and Latino (n = 273) youth in the public school systems of 3 eastern urban cities. The results revealed negative effects of the school transition on the affective and behavioral domains of the self-system. These declines in self-esteem, class preparation, and grade-point average (GPA) were common across race/ethnicity and gender. Concurrently, the school transition was perceived to be associated with changes in the school and peer contexts. Daily hassles with the school increased, while social support and extracurricular involvement decreased over the transition. Daily hassles with peers decreased, and peer values were perceived as more antisocial. These changes in the school and peer microsystems were also common across race/ethnicity and gender. In addition, transition-associated school and peer changes and, in particular, changes in daily hassles with the school were associated with changes in the academic dimensions of the self-system, that is, academic efficacy expectations, class preparation, and GPA. The results are discussed within a developmental mismatch framework.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
The Ecology of Human Development: Experiments by Nature and Design
Bronfenbrenner, U. (1979) · Harvard University Press eBooks · doi:10.4159/9780674028845 · Cited by 26,084
Self-efficacy mechanism in human agency
Bandura, A. (1982) · American Psychologist · doi:10.1037/0003-066x.37.2.122 · Cited by 15,975
The ecology of human development : experiments by nature and design
Bronfenbrenner, U. (1979) · Cited by 12,580
The Theory of Social and Economic Organization.
Delatour, G. S., Weber, M., Henderson, A. M., & Parsons, T. (1948) · American Sociological Review · doi:10.2307/2086579 · Cited by 11,300
Motivation reconsidered: The concept of competence.
White, R. W. (1959) · Psychological Review · doi:10.1037/h0040934 · Cited by 5,681
The ecology of human development: Experiments by nature and design
Garbarino, J. (1980) · Children and Youth Services Review · doi:10.1016/0190-7409(80)90036-5 · Cited by 5,527
Motivation reconsidered: The concept of competence.
White, R. W. (1963) · Perspectives in psychology. · doi:10.1037/14156-005 · Cited by 4,792
At the Threshold: The Developing Adolescent
Feldman, S. S., & Elliott, G. R. (1990) · Cited by 3,136
Comparison of two modes of stress measurement: Daily hassles and uplifts versus major life events
Kanner, A. D., Coyne, J. C., Schaefer, C., & Lazarus, R. S. (1981) · Journal of Behavioral Medicine · doi:10.1007/bf00844845 · Cited by 3,125
Eccles, J. S., Midgley, C., Wigfield, A., Buchanan, C. M., Reuman, D., Flanagan, C., & Mac Iver, D. (1993) · American Psychologist · doi:10.1037/0003-066x.48.2.90 · Cited by 2,616
Cited by
The Construct of Resilience: A Critical Evaluation and Guidelines for Future Work
Luthar, S. S., Cicchetti, D., & Becker, B. (2000) · Child Development · doi:10.1111/1467-8624.00164 · Cited by 9,381
Hill, N. E., & Tyson, D. F. (2009) · Developmental Psychology · doi:10.1037/a0015362 · Cited by 2,170
The Relation Between Self-Beliefs and Academic Achievement: A Meta-Analytic Review
Valentine, J. C., DuBois, D. L., & Cooper, H. (2004) · Educational Psychologist · doi:10.1207/s15326985ep3902_3 · Cited by 1,315
Emotion dysregulation and adolescent psychopathology: A prospective study
McLaughlin, K. A., Hatzenbuehler, M. L., Mennin, D. S., & Nolen-Hoeksema, S. (2011) · Behaviour Research and Therapy · doi:10.1016/j.brat.2011.06.003 · Cited by 850
Possible selves and academic outcomes: How and when possible selves impel action.
Oyserman, D., Bybee, D., & Terry, K. (2006) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.91.1.188 · Cited by 852
Metadata
- Authors
- Seidman, E., Allen, L., Aber, J. L., Mitchell, C. M., & Feinman, J.
- Venue
- Child Development
- Publisher
- Oxford University Press (OUP)
- Published
- 1994-04
- Volume
- 65
- Issue
- 2
- Pages
- 507
- ISSN
- 0009-3920 (ISSN-L)
- OpenAlex
- W2094878891
- Cited by
- 396
- References
- 49
- FWCI
- 37.13
- Type
- journal article
- Language
- en
- Open access
- closed
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
How to cite
Cite CoChat for the checks on this page, and the paper for its own findings.
- This page
- CoChat. (2026). Citation check: The Impact of School Transitions in Early Adolescence on the Self-System and Perceived Social Context of Poor Urban Youth. https://app.cochat.ai/papers/10.1111/j.1467-8624.1994.tb00766.x
- The paper
- Seidman, E., Allen, L., Aber, J. L., Mitchell, C. M., & Feinman, J. (1994). The Impact of School Transitions in Early Adolescence on the Self-System and Perceived Social Context of Poor Urban Youth. Child Development. https://doi.org/10.1111/j.1467-8624.1994.tb00766.x
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
