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Risk factors affecting psychological adjustment following transition to secondary school.

Beardsley, Rachel; (2003) Risk factors affecting psychological adjustment following transition to secondary school. Doctoral thesis (D.Clin.Psy), UCL (University College London). Green open access

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Abstract

This study examined the impact of secondary school transition on children's psychological functioning. Research has shown that the transition from primary to secondary school is likely to be a stressful and demanding time for children, but little yet is known about the psychological characteristics that affect this adjustment process. Researchers have attempted to identify risk factors that may predict which children are more vulnerable to problems during transition and which make the transition successfully. This study added to the research literature by looking at multiple risk factors affecting adjustment to secondary school, in order to begin to build up a profile of the children for whom transition may be difficult. 175 children were assessed in their first term of secondary school as part of a longitudinal follow up of a large cohort of children that were first assessed in year 6 of primary school. Contrary to hypotheses, the findings showed no evidence of an overall increase in psychological problems as a result of the transition. However, a subgroup of children showed negative changes in some aspects of their functioning post-transition, suggesting a greater vulnerability to stressors. Several risk factors were found to predict psychological distress post-transition after controlling for pre-transition levels of symptomatology. The results are discussed in relation to the transition literature.

Type: Thesis (Doctoral)
Qualification: D.Clin.Psy
Title: Risk factors affecting psychological adjustment following transition to secondary school.
Open access status: An open access version is available from UCL Discovery
Language: English
Additional information: Thesis digitised by ProQuest.
Keywords: Psychology; Education; Secondary education
URI: https://discovery.ucl.ac.uk/id/eprint/10099373
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