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003			ZW-GwMSU
005			20210427120938.0
008			210427b ||||| |||| 00| 0 eng d
040			_aMSU _cMSU _erda
100	1		_aWaters.K.Stacey _eauthor
245	1	0	_aTransition to secondary school:Expectation versus experience/ _cCreated by Waters.K.Stacey
264			_aLos Angeles; _bSAGE, _c2014.
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_aAustralian journal of education _vVolume 58 , number 2 ,
520			_aAdolescence is a time of great physical, emotional and social development complicated by a key organisational change in schooling. This study investigated what young people in primary school reported being worried about with their impending move to secondary school, and how their expectations of the transition experience predicted their actual experience. A sample of 2078 students aged 12–13 years enrolled to attend 20 Perth metropolitan Catholic secondary schools was invited to complete two surveys six months apart, the first at the end of Grade 7, followed by Term 1 of Grade 8. The data indicate one half of all Grade 7 students anticipate a positive transition experience, yet almost 70% of students in Grade 8 report the transition was a positive experience for them, with boys reporting a more positive transition experience overall. Moreover, students who expected a positive transition were more than three times more likely to report an actual positive transition experience. These findings and information about what boys and girls are most looking forward to or worried about at secondary school are presented and implications for future interventions explored
650	4		_aPrimary-secondary transition
650	4		_aStudent adjustment
650	4		_aSchool orientation
700	1		_aLester Leanne _eauthor
700	1		_aCross Donna _eauthor
856			_uhttps://doi.org/10.1177/0004944114523371
942			_2lcc _cJA
999			_c156753 _d156753