School Adjustment and Anticipatory Anxiety About the Transition From Elementary School to Junior High School : A School Psychology Study

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  • 小学生の予期不安と中学校入学後の学校適応感との関係に関する学校心理学的研究
  • ショウガクセイ ノ ヨキ フアン ト チュウガッコウ ニュウガク ゴ ノ ガッコウ テキオウカン ト ノ カンケイ ニ カンスル ガッコウ シンリガクテキ ケンキュウ

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Abstract

  The purpose of the present study was to clarify the relation between first-year junior high school students’ feeling of school adjustment and their anticipatory anxiety about the transition from elementary school to junior high school.  An Anticipatory Anxiety Scale was developed in a preliminary study in which 16 junior high school students participated.  Participants in the main study, 348 seventh-graders (195 boys, 153 girls), completed the Asakawa Inventory of School Adjustment for Junior High School Students.  The main results were as follows : (a) The mean score on relations with teachers was significantly higher for the girls than the boys, and a significant interaction between anticipatory anxiety levels and gender was also found.  At the end of May (the second month of the school year), a significant secondary interaction of time x anticipatory anxiety level x gender was found.  (b) Emotional stability characteristics were high in order of the students with lower anticipatory anxiety, those with moderate anxiety, and those with higher anticipatory anxiety.  (c) Motivation for sports and culture activities decreased significantly during the first months of the school year (April to May).  The findings were discussed from the viewpoint of school psychology.

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