Does the timing of transition matter? Comparison of German students¡¯ self-perceptions before and after transition to secondary school

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• 作者：A. Katrin Arens^a ; ^{arens@dipf.de} ; Alexander Seeshing Yeung^b ; ¹ ; ^{a.yeung@uws.edu.au} ; Rhonda G. Craven^b ; ² ; ^{r.craven@uws.edu.au} ; Rainer Watermann^c ; ³ ; ^{rainer.watermann@fu-berlin.de} ; Marcus Hasselhorn^a ; ⁴ ; ^{hasselhorn@dipf.de}
• 关键词：Transition ; Self-concept ; Self-esteem ; Grade differences ; Gender differences
• 刊名：International Journal of Educational Research
• 出版年：2013
• 出版时间：2013
• 年：2013
• 卷：57
• 期：Complete
• 页码：1-11
• 全文大小：292 K

文摘

The often observed decline in students¡¯ self-perceptions across transition to secondary school after grade 6 is often attributed to students¡¯ entry to puberty. This study aims to examine whether lowered self-perceptions can be observed after transition in Germany which occurs after grade 4 and thus takes place before puberty. Fifth graders (N = 307) were found to be lower in self-esteem, academic competence perceptions, and academic affect than 4th graders (N = 318). No mean differences were found for physical appearance and peer self-concepts. Boys and girls did not differ in their reactions to transition. Hence, students¡¯ lowered self-perceptions after transition may be predominantly attributed to the transition itself rather than to the co-occurrence of transition and puberty.