Students from 30 elementary school classrooms were classified according to the transition paths taken in moving from elementary school to 32 high school classrooms, and their adjustment was assessed at three time-points (prior to the transition, shortly after the transition event, and 4 months later). Results showed strong effects for transition path for both the expectations and reactions measures, with no effects for gender or personality factors. Where ecological change was greatest (i.e., moving from a small school to a large school) students were initially most optimistic, but also showed the greatest anxiety following the move. Later assessment of adolescents' perceptions of classroom environment found less favorable views following transition, with an increase recorded in the level of pressure and a decrease in supportiveness.
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