Primary to secondary school transition has been identified as a significant and stressful event for young adolescent students. Recent research has focused on individual aspects of coping with the challenges of transition in order to determine features that may act as protective or harmful factors. This study employs a mixed-method design to examine student perceptions of transition in the pre- and post-transition period. Participants were 75 female students (28 in Year 6, 47 in Year 7) from an independent girls' school in Sydney, NSW. Perceptions of academic and social aspects of transition are explored using an online questionnaire and focus group interview. Results indicate both pre- and post-transition students have positive overall perceptions of the move to secondary school, although the pre-transition students reported a more positive perception than their post-transition counterparts. Having an older sibling at the secondary school was found to decrease social threat scores for pre-transition students. Results are discussed in terms of the cognitive-transactional theory of stress, and specific implications for educators are explored.
|Number of pages||17|
|Journal||Issues in Educational Research|
|Publication status||Published - 2012|