Factors influencing student resiliency during the transition from eighth to ninth grade

The purpose of this study was to determine if a correlation exists between academic resiliency demonstrated during the transition from eighth to ninth grade and student perceptions of scholastic competence, social acceptance, and support from parents, peers, teachers, and classmates. The perceptions of 46 tenth grade students who had demonstrated varying levels of resiliency based on language arts and mathematics grades in eighth and ninth grade were surveyed using Harter's Self Perception Profile for Adolescents and the Social Support Scale for Children.; Perceptions for most students in the study were above random levels with the strongest perceptions found among those students demonstrating the lowest levels of academic resiliency. Correlations were determined for each perception and the level of academic resiliency with a significant negative correlation at the p < .01 level being found between increased resiliency and perceived support of peers. Other correlations were also negative but not at significant levels. Gender differences were evident indicating that girls are more likely to demonstrate academic resiliency and to have stronger perceptions of support from peers. Results suggest a possible link between positive perceptions and the onset of academic resiliency but further research is needed to fully understand this relationship. Results also suggest the need for a multifaceted approach by schools in transitional programming in order to insure success for the greatest number of students.