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| Autor/in | Marcon, Rebecca A. |
|---|---|
| Titel | Influences on Psychosocial Development of Inner-City Early Adolescents. |
| Quelle | (1997), (12 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Black Students; Child Development; Early Adolescents; Elementary Education; Elementary School Students; Grade Repetition; Inner City; Junior High Schools; Poverty; Self Concept; Special Education; Urban Schools; Urban Youth |
| Abstract | The Erikson Psychosocial Inventory (EPSI) (Rosenthal, Gurney, and Moore, 1981) was introduced into a longitudinal study of 234 previously studied inner-city children as they were scheduled to make the transition from elementary to junior high school. Compared to the EPSI original Australian sample, inner-city African American 12- and 13-year-olds rated themselves significantly higher in initiative and identity but lower in intimacy. Although no overall sex differences were found, poverty had an especially negative impact on psychosocial development of males. No significant differences were found between grade levels or type of school students attended. While retention had a negative effect on psychosocial development, placement in special education had minimal impact. However, it is difficult to determine whether generally lower psychosocial development among those who have been retained prior to early adolescence is a cause or consequence of retention. There were early indicators of difficulty in adaptive development among retained children. Introducing the EPSI earlier in future longitudinal studies would be helpful in answering this question. (Contains four tables and nine references.) (Author/SLD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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