Abstract

The present study examined gender differences in a sample of 99 early adolescents during an ecological transition from elementary school to middle school. Early adolescents in the sample showed significant changes in their adjustment following the transition, as indicated by thier increased psychological distress or decreased academic achievement following the transition. Gender differences were found in adjustment changes over time, suggesting that boys and girls may be differentially affected by middle school transition. Different patterns of adjustment changes were explored by means of cluster analysis on the basis of psychological distress scores before and after the transition. Three distinct patterns were identified across genders, including (a) an average start but increasing to high pattern, (b) an initial low but increasing to moderately high pattern, and (c) a pattern of consistently high scores over time. The results are discussed in terms of gender differences, and implications for research and practice are elaborated.