| dc.description | Two studies examined the impact of developmental transitions, how such events are experienced, and how elements of their timing affect adolescents. In Study 1, prevalence, experience, and impact of 10 transitions, and effects of self-perceived timing and sequencing, were examined in a community sample of 553 adolescents aged 11--19 years. Transitions in intimate relationships and individuation were rated as most positive and most important to adolescents' identities. Being out-of-synch with peers on timing of first love predicted higher levels of current distress. Early occurrence of first drug use or first romantic relationship was associated with perceiving these events as more positive and important, compared with late occurrence. A typical sequence of intimate interpersonal transitions was identified such that most adolescents had a first relationship prior to onset of sexual intercourse. Those for whom this sequence was disrupted experienced losing virginity as more negative and less important compared to those who followed the typical order. In Study 2, adolescents were followed over 10 months through the transition to senior high school (n = 48) or to university (n = 41), allowing for cross-sectional and longitudinal comparisons of impact and experience of school milestones. Both events were perceived as highly positive, although starting university was slightly more stressful. A drop in grades was associated with each transition, but no other functional decline was observed after either event. In the younger group, the occurrence of one or more transitions at the same time as starting high school was associated with decreased academic competence six months post-transition, but co-occurrence of transitions was not related to the impact of starting university. Results for both studies are discussed in the context of theories about the impact of developmental transitions, with support for predictions based on the gradual consolidation hypothesis. | en_US |
