Promoting a Positive Middle School Transition: A Randomized-Controlled Treatment Study Examining Self-Concept and Self-Esteem

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• 作者：Vitor Alexandre Coelho ; Marta Marchante…
• 关键词：Middle school transition ; Self ; concept ; Self ; esteem ; Gender differences
• 刊名：Journal of Youth and Adolescence
• 出版年：2017
• 出版时间：March 2017
• 年：2017
• 卷：46
• 期：3
• 页码：558-569
• 全文大小：
• 刊物类别：Behavioral Science
• 刊物主题：Child and School Psychology; Clinical Psychology; Health Psychology; Law and Psychology; History of Psychology; Psychology, general;
• 出版者：Springer US
• ISSN：1573-6601
• 卷排序：46

文摘

The middle school transition is a salient developmental experience impacting adolescents around the world. This study employed a randomized-controlled treatment design, with randomization at the school level, to investigate the impact of a school adjustment program for middle school transition and potential gender differences. Participants included 1147 students (M_age = 9.62; SD = 0.30, 45.7 % girls), who were assessed at four time points during the transition, regarding five dimensions of self-concept (academic, social, emotional, physical and family) and self-esteem. Parallel growth curves were employed to analyze the evolution of self-concept. Following the transition to middle school, students reported lower levels of self-concept (academic, emotional and physical) and self-esteem, while participation in the intervention led to increases in self-esteem and gains in social self-concept. No gender differences were found. These results provide preliminary evidence supporting such interventions in early middle school transitions.