Academic Success Across the Transition from Primary to Secondary Schooling Among Lower-income Adolescents: Understanding the Effects of Family Resources and Gender
Référence bibliographique 
Serbin, Lisa A. 2013. «Academic Success Across the Transition from Primary to Secondary Schooling Among Lower-income Adolescents: Understanding the Effects of Family Resources and Gender ». Journal of Youth and Adolescence, vol. 42, p. 1331-1347.
Intentions : «In the present study, we applied transition theory [Rutter (1996); Elder (1985, 1998)] to predict and understand performance across the transition from primary to secondary schooling among ‘‘at risk’’ youth.» (p. 1334)
Échantillon/Matériau : Les auteurs ont utilisé les données du Concordia Longitudinal Risk Project (Concordia Project).
Type de traitement des données : Analyse statistique
«Success for youth within at-risk groups is an important goal for public policy in the U.S., Canada and internationally. The present study found that social skills and parental support were among the largest and most consistent mediators of established demographic risk factors (including lower family resources and gender), pointing to potential areas for preventive intervention in vulnerable populations. Literacy skills, particularly related to written communication, also were implicated as a potential target for intervention within at-risk groups. The present results suggest that focused interventions to prepare for the transition to secondary schooling carried out during the primary school years particularly could benefit some of the most vulnerable youth. The transition to secondary schooling represents a critical challenge for young adolescents. To ensure success for all, we need to consider the specific needs of at-risk youth at this key transition in their development.» (p. 1345)