There are also major social changes associated with adolescence. Since these vary more across cultures than the biological and cognitive changes just discussed, the following social changes are common in Western industrialized countries.
Probably the most controversial changes during adolescence are those linked to peer relationships. One major change in this arena is the general increase in peer focus and involvement in peer-related social sports, and other extracurricular activities. Many adolescents attach great importance to the activities they do with their peers—substantially more importance than they attach to academic activities and to activities with family members. Further, early adolescents' confidence in their physical appearance and social acceptance is a more important predictor of self-esteem than confidence in their cognitive/ academic competence.
In part because of the importance of social acceptance during adolescence, friendship networks during this period often are organized into relatively rigid cliques that differ in social status within school and community settings. The existence of these cliques reflects adolescents' need to establish a sense
of identity; belonging to a group is one way to solve the problem of ''who I am.'' Also, in part because of the importance of social acceptance, children's conformity to their peers peaks during early adolescence. Much has been written about how this peer conformity creates problems for adolescents, and about how ''good'' children are often corrupted by the negative influences of peers, particularly by adolescent gangs. More often than not, however, adolescents agree more with their parents' views on ''major'' issues such as morality, politics, religion, and the importance of education. Peers have more influence on such things as dress and clothing styles, music, and activity choice. In addition, adolescents tend to socialize with peers who hold similar views as their parents on the major issues listed above.
Although the extent of actual disruption in parent-adolescent relations is not as great as one might expect given stereotypes about this period of life. There is little question that parent-child relations do change during adolescence. As adolescents become physically mature they often seek more independence and autonomy and may begin to question family rules and roles, leading to conflicts particularly around such issues as dress and appearance, chores, and dating. Despite these conflicts over day-to-day issues, parents and adolescents agree more than they disagree regarding core values linked to education, politics, and spirituality. Nonetheless, parents and adolescents do interact with each other less frequently than they did in middle childhood. Some researchers have argued that this distancing in parent-adolescent relations has great functional value for adolescents, in that it fosters their individuation from their parents, allows them to try more things on their own, and develops their own competencies and confidence in their abilities. But it is important to bear in mind that, in most families, this distancing takes place in the context of continuing close emotional relationships. And in many cultural groups, adolescents play an increasingly central role in family life and family maintenance.
In most Western countries, adolescents experience at least one major school transition (e.g., the transition into high school) and often two major school transitions (e.g., an additional transition into either middle or junior high school). Several scholars and policymakers have argued that these school transitions are linked to negative changes in the functioning of many adolescents, particularly in the realm of academic achievement. For example, a number of researchers have concluded that the junior high school transition contributes to declines in interest in school, intrinsic motivation, self-concepts/self-perceptions, and confidence in one's intellectual abilities. Drawing upon person-environment fit theory, Jacquelynne Ec-cles and her colleagues proposed that the negative motivational and behavioral changes associated with these school transitions stem from many junior and senior high schools not providing appropriate educational environments for youth in early and middle adolescence. According to person-environment theory, individuals' behavior, motivation, and mental health are influenced by the fit between the characteristics individuals bring to their social environments and the characteristics of these social environments. Individuals are not likely to do very well, or be very motivated, if they are in social environments that do not fit their psychological needs. If the social environments in the typical junior and senior high schools do not fit very well with the psychological needs of adolescents, then person-environment fit theory predicts a decline in the motivation, interest, performance, and behavior of adolescents as they move into this environment.
Evidence from a variety of sources supports this hypothesis. Both of these school transitions usually involve the following types of contextual changes: (1) a shift from a smaller school to a larger school; (2) a shift to a more bureaucratic social system; (3) a shift to a more controlling social system; (4) a shift to a more heterogeneous social system; (5) a shift to a social context with less personal contact with adults and less opportunity to be engaged in school activities and responsible school roles; (6) a shift to a more rigid, socially comparative grading system; and (7) a shift to a more lock-step curriculum tracking system. Along with these changes, evidence from more micro-classroom-based studies suggests that the teachers in junior and senior high school feel less able to teach all of their students the more challenging academic material and are more likely to use exclusionary and harsh discipline strategies that can effectively drive low achieving and problematic students away from school. Work in a variety of areas has documented the impact on motivation of such changes in classroom and school environments.
See also: DEVELOPMENTAL NORMS; MILESTONES OF DEVELOPMENT
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Jacquelynne S. Eccles
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Although nobody gets a parenting manual or bible in the delivery room, it is our duty as parents to try to make our kids as well rounded, happy and confident as possible. It is a lot easier to bring up great kids than it is to try and fix problems caused by bad parenting, when our kids have become adults. Our children are all individuals - they are not our property but people in their own right.