| Title |
The Transition to High School: Current Knowledge, Future Directions
|
|---|---|
| Published in |
Educational Psychology Review, April 2011
|
| DOI | 10.1007/s10648-011-9152-0 |
| Pubmed ID | |
| Authors |
Aprile D. Benner |
| Abstract |
In the American educational system, school transitions are frequent and predictable, but they can disrupt student functioning across developmental domains. How students experience school transitions has been a focus of research for some time, but the high school transition has received less attention, and the limited research often focuses on a particular developmental domain (e.g., academics and socioemotional well-being) to the exclusion of a more integrated model. This review relies on life course theory to establish an organizational framework for interpreting and connecting the diffuse and sometimes disparate findings on the high school transition, including adolescent developmental trajectories and the influence of social ties, changing sociocultural contexts, and stratification systems. Conclusions identify aspects for future inquiry suggested by current knowledge and the tenets of the life course perspective. |
X Demographics
The data shown below were collected from the profiles of 5 X users who shared this research output. Click here to find out more about how the information was compiled.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Canada | 2 | 40% |
| United States | 1 | 20% |
| Unknown | 2 | 40% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Members of the public | 5 | 100% |
Mendeley readers
The data shown below were compiled from readership statistics for 217 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United States | 5 | 2% |
| Canada | 2 | <1% |
| Italy | 1 | <1% |
| United Kingdom | 1 | <1% |
| Iran, Islamic Republic of | 1 | <1% |
| Bulgaria | 1 | <1% |
| Japan | 1 | <1% |
| China | 1 | <1% |
| Unknown | 204 | 94% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Ph. D. Student | 54 | 25% |
| Student > Master | 34 | 16% |
| Student > Doctoral Student | 26 | 12% |
| Researcher | 22 | 10% |
| Student > Bachelor | 10 | 5% |
| Other | 27 | 12% |
| Unknown | 44 | 20% |
| Readers by discipline | Count | As % |
|---|---|---|
| Social Sciences | 77 | 35% |
| Psychology | 56 | 26% |
| Arts and Humanities | 7 | 3% |
| Nursing and Health Professions | 4 | 2% |
| Medicine and Dentistry | 4 | 2% |
| Other | 18 | 8% |
| Unknown | 51 | 24% |
Attention Score in Context
This research output has an Altmetric Attention Score of 230. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 22 July 2022.
All research outputs
#168,595
of 26,017,215 outputs
Outputs from Educational Psychology Review
#11
of 821 outputs
Outputs of similar age
#472
of 125,967 outputs
Outputs of similar age from Educational Psychology Review
#1
of 5 outputs
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