Adolescents’ Stage-Environment Fit in Middle and High School: The Relationship Between Students’ Perceptions of Their Schools and Themselves
Open accessAbstract
This mixed-methods longitudinal project investigates the association between student perceptions of their schools and themselves. Findings from the first two waves of data analysis with 894 middle and high school students in a midsized Great Lakes city reveal similarities and differences between the grade levels (7th-10th) and their perceptions of their schools. Although 7th-grade students enter middle school with the most positive feelings about their schools, they lose this feeling of euphoria by the end of their academic year. In contrast, the 10th-grade females are the most positive of all students, recognizing school characteristics which assist with their self-efficacy. Results from quantitative analyses indicate that student attitudes toward school and a sense of school connectedness are linked to both self-esteem and academic self-efficacy.
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The modest study finding aligns with the stage-environment fit theory.
“Moreover, the modest study finding aligns with the stage-environment fit theory, which suggests that adaptation is more likely if changes within the individual are matched with supportive change within the adolescent’s three primary environments: home, peer, and school [20,21,41].”
From Adolescent Social Anxiety, School Satisfaction, Family Emotional Support, and School Absenteeism: Findings from Young-HUNT3 and Norwegian National Education Data (2024) · cites this paper as [41]
The Discussion and Conclusions (page not provided) interprets changes in students’ school attitudes and self-efficacy in terms of stage-environment fit, supporting the school-environment part of the theory. The cited paper does not state that adaptation depends on supportive changes across all three environments—home, peers, and school. Whether the citing authors’ own finding aligns with the theory is their interpretation, not a finding attributed to Booth. (LLM, conf=0.84)
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“Family systems theories emphasize interconnectedness within families, influencing perceived fit in educational environments [39–41].”
BackgroundResult
- Authors
- Booth, M. Z., & Gerard, J. M.
- Affiliations
- Bowling Green State University (US)
- Venue
- Youth & Society
- Publisher
- SAGE Publications
- Published
- 2012-06-19
- Volume
- 46
- Issue
- 6
- Pages
- 735-755
- ISSN
- 0044-118X (ISSN-L)
- 1552-8499
- PMC
- PMC4201635
- OpenAlex
- W2016159992
- Cited by
- 68
- References
- 36
- Citations by year
- 2026: 6 · 2025: 6 · 2024: 4 · 2023: 10 · 2022: 6 · 2021: 7 · 2020: 8 · 2019: 2 · 2018: 6 · 2017: 5 · 2016: 3 · 2015: 3 · 2014: 2
- FWCI
- 7.77
- Type
- journal article
- Language
- en
- Open access
- green
- www.ncbi.nlm.nih.gov
- Locations
- Youth & Society (publishedVersion)
- PubMed (publishedVersion)
- PubMed Central (acceptedVersion)
- ScholarWorks@BGSU (Bowling Green State University) (submittedVersion)
- Funders
- Eunice Kennedy Shriver National Institute of Child Health and Human Development (R24HD050959)
- Topics
- Social Sciences › Education › Educational Environments and Student Outcomes
- Social Sciences › Sociology and Political Science › Psychosocial Factors Impacting Youth
- Social Sciences › Safety Research › Youth Development and Social Support
- Keywords
- adolescent development, junior high school students, high school students, student perceptions of school, school connectedness, self-esteem, academic self-efficacy, grade level differences, gender differences, school climate
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