Changes in academic adjustment and relational self-worth across the transition to middle school

Ryan, A. M., Shim, S. S. and Makara, K. A. (2013) Changes in academic adjustment and relational self-worth across the transition to middle school. Journal of Youth and Adolescence, 42(9), pp. 1372-1384. (doi: 10.1007/s10964-013-9984-7)

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Publisher's URL: http://dx.doi.org/10.1007/s10964-013-9984-7

Abstract

Moving from elementary to middle school is a time of great transition for many early adolescents. The present study examined students’ academic adjustment and relational self-worth at 6-month intervals for four time points spanning the transition from elementary school to middle school (N = 738 at time 1; 53 % girls; 54 % African American, 46 % European American). Grade point average (G.P.A.), intrinsic value for schoolwork, self-worth around teachers, and self-worth around friends were examined at every time point. The overall developmental trajectory indicated that G.P.A. and intrinsic value for schoolwork declined. The overall decline in G.P.A. was due to changes at the transition and across the first year in middle school. Intrinsic value declined across all time points. Self-worth around teachers was stable. The developmental trends were the same regardless of gender or ethnicity except for self-worth around friends, which was stable for European American students and increased for African American students due to an ascent at the transition into middle school. Implications for the education of early adolescents in middle schools are discussed.

Item Type:Articles
Status:Published
Refereed:Yes
Glasgow Author(s) Enlighten ID:Makara Fuller, Dr Kara
Authors: Ryan, A. M., Shim, S. S., and Makara, K. A.
College/School:College of Social Sciences > School of Education > Pedagogy Policy and Practice
College of Social Sciences > School of Education > People, Place & Social Change
Journal Name:Journal of Youth and Adolescence
Publisher:Springer
ISSN:0047-2891
ISSN (Online):1573-6601

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