| A study was completed to determine the effect of parenting style, and social problem solving skills, on the ability of sixth graders to cope with the transition to middle school. Subjects included sixth grade students, and their parent. A parental authoritarianism measure was utilized, along with measures of social problem solving acumen, middle school stress. Descriptive data included gender of student, parent completing survey, ethnicity, and grade in which student entered the school district. In examining the relationship between parenting style and adjustment to middle school, only one significant relationship emerged, that between positive peer relationships and a parenting style that allows for the child to be exposed to diverse ideas and viewpoints. In examining the relationship between social problem solving assessment and adjustment to middle school, again, only one significant relationship emerged, that between positive peer relationships, and ability in the areas of problem identification, goal clarification, and generating multiple solutions. No significant relationships were found between social problem solving and parenting style. Additional analyses found girls to be significantly more proficient than boys in two social problem solving components--problem identification, goal clarification, and the need to generate multiple solutions, and understanding feelings, and their impact on others. In White students were found to find peer relationships significantly more stressful than a group comprising minority students, including African-American, and Hispanic students. |