How an Adolescent’s Early Upbringing Effects
Their Adjustment to High School
Brittany A. Lurry
April 28, 2010
How an Adolescent’s Early Upbringing Effects Their Adjustment to High School How an adolescent behaves can be affected by many contributors such as parenting styles that play a big part in behavior issues. Many factors that affect how adolescents behave are good ways to determine how they will adjust to their fist experiences in high school. Adjustment can be defined as a modification, fluctuation, or correction. Not only how an adolescent adjusts but other factors like race and social economic status can attribute to how adolescents relate to school. Early childhood development occurs within the multiple contexts of the home, the school, and the neighborhood, and aspects of these environments can contribute to the development of adjustment problems (Bronfenbrenner). An adolescent’s psychological adjustment to different school experiences can have a significant impact on the level of success achieved later in life. Adolescents ranked higher in school by their school teachers tend to have higher cognitive development and show positive attitudes toward school resulting in better school performance which leads to higher educational attainment and lower delinquency at age 19. Not one factor alone accounts for Adolescent adjustment problems. Adolescents that enter high school with greater cognitive and linguistic maturity tend to form better relationships with teachers and perform better scholastically. Evidence suggests that school adjustment is positively associated with parental education, socioeconomic status, and children’s ethnicity (Ladd; Reynolds). These environmental factors are relative to the challenges of school and influence adaptation. Parental education and income may be advantages that lead to cognitive maturity prior to entering high school. A low socioeconomic status may produce increased stress in a family as well as...
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Bronfenbrenner, U. (1979), The Ecology of Human Development: Experiments by Nature and Design. Cambridge, MA: Harvard University Press.
Reynolds, A. J., Mavrogenes, N. A., Bezruczko, N., & Hagemann, Mavis (1996), Cognitive and Family-Support Mediators of Preschool Effectiveness: A Confirmatory Analysis. Child Development, 67, 1119-1140.
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