Інститут психології імені Г.С. Костюка Національної академії педагогічних наук України Мінаєнко Т.А. Інститут психології імені Г.С. Костюка Національної академії педагогічних наук України Депутат В.В. Інститут психології імені Г.С. Костюка Національної академії педагогічних наук України ГЕНДЕРНІ АСПЕКТИ АДАПТАЦІЇ ПІДЛІТКА ДО СЕРЕДНЬОЇ ЛАНКИ ШКОЛИ relationships and learning workloads. Girls' anxiety is especially related to demonstrating their abilities in assessment situations and in

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... ps with new teachers. A positive social network helps to reduce anxiety. Compared to boys, girls are subjectively more difficult to go through the transition period, but girls show better adaptation to school, more successful academic and social functioning after the transition. Boys at this age, in contrast to girls, have insufficiently developed ability to reflect, it is difficult for them to get used to new requirements. Aggressive behavior is more common in boys than in girls. A part of both girls and boys are moving away from constructive strategies of self-affirmation. An initial decrease in grades after the transition can threaten the adolescent's self-esteem and provoke reactions of aggressive self-defence or surrender. Some boys (girls less often), defending their self-esteem, become aggressive, practice a dominant strategy of selfaffirmation, provoke conflicts with the school community; they can seek self-affirmation in antisocial groups, compensating for school failures. Some adolescents (mostly girls) lose self-confidence, form an unfounded sense of guilt, a tendency to apologize and hyper-responsibility, and practice a strategy of self-denial.