Transition to puberty among girls that bring about behavioral and academic performance problems since they are more vulnerable to internalization and externalization of the outcomes (Carter, Mustafaa and Leath, 2017). This observational study involved observing behavioral and performance changes among girls who were undergoing early puberty and how it affected their performance in relation to the teachers’ expectations. From a critical viewpoint, this study is critical because it will contribute to the body of knowledge targeted at providing more insight into the impact of the transition to puberty on adolescent behavior and performance of the young adults.
In another study conducted by Sun and Shek, (2012), on the disruptive and unacceptable behaviors adolescents exhibit on teachers perspectives found that the most common behaviors were; daydreaming non-attentiveness, idleness and talking out of turn. This study is supported by Sibley et al. (2014) who added that adolescent students with ADHD condition exhibit varied academic problems that call for a comprehensive assessment before undergoing treatment. These studies are quite valuable as they significantly contribute to the available pool of knowledge concerning adolescent behaviors among teens
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According to O’Brennan, Bradshaw and Furlong, (2014) on the impact of school climate on adolescent behavior, it was found that the school climate had a significant effect on the behavior exhibited by adolescents. These findings coincide with Wang and Dishion, (2012) findings that decline in school climate dimensions such as teacher social support and student behavior management led to an increase in disruptive behavior among adolescents. We can deduce from these two studies, that the school climate is one of the determinants of the kind of behaviors the adolescents will show while in school and therefore, teachers have a critical role to play in shaping these responses.
These studies are essential to student adolescents since they provide stakeholders around them such as teachers and parents with the necessary information required in handling them. This information ensures that the impact of the pubertal transition on their behaviors and performance is mitigated. Teachers can also use these studies to gauge their expectations to the findings of the different studies to facilitate selection of the most optimal expectations for teachers on students.
References
Carter, R., Mustafaa, F. N., & Leath, S. (2017). Teachers’ expectations of girls’ classroom performance and behavior: Effects of girls’ race and pubertal timing. The Journal of Early Adolescence , 0272431617699947.
O’Brennan, L. M., Bradshaw, C. P., & Furlong, M. J. (2014). Influence of classroom and school climate on teacher perceptions of student problem behavior. School mental health , 6 (2), 125-136.
Sibley, M. H., Altszuler, A. R., Morrow, A. S., & Merrill, B. M. (2014). Mapping the academic problem behaviors of adolescents with ADHD. School Psychology Quarterly , 29 (4), 422.
Sun, R. C., & Shek, D. T. (2012). Student classroom misbehavior: an exploratory study based on teachers' perceptions. The Scientific World Journal, 2012. Chicago
Wang, M. T., & Dishion, T. J. (2012). The trajectories of adolescents’ perceptions of school climate, deviant peer affiliation, and behavioral problems during the middle school years. Journal of Research on Adolescence , 22 (1), 40-53.
