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

Arens, A. Katrin; Yeung, Alexander Seeshing; Craven, Rhonda; Watermann, Rainer; Hasselhorn, Marcus

doi:10.1016/j.ijer.2012.11.001

Cited by 46 publications

(41 citation statements)

References 29 publications

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“…In contrast to the absence of effects on performance, there is a clear effect of transition on the children's perceptions of themselves as students and on satisfaction with school. The effects on self-concept are specific to the academic and school self-concept, which are in agreement with the review by Symonds and Galton (2014) and the results of Arens et al (2013). Specifically, the results of decreased self-concept in mathematics are in agreement with those of Metsäpelto et al (2017), who found a decrease in the achievement values attributed to mathematics after transition.…”

Section: Discussionsupporting

confidence: 89%

“…Metsäpelto et al (2017) found, in longitudinal research, a decline in self-concept in mathematics from 6 th to 7 th grade. Along the same lines, Arens, Yeung, Craven, Watermann, and Hasselhorn (2013) observed that students in the 6 th grade (in the post-transition grade) showed lower academic self-concept than 5 th grade students (previous grade), but did not differ in dimensions of self-concept regarding physical appearance and relationship with peers. In contrast, Coelho and Romão (2017) found not only a decrease in academic self-concept in the 5 th grade, but also a decline in the social, emotional, physical and family dimensions.…”

mentioning

confidence: 67%

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School context in the transition from the early years to the final years of Elementary Education

Cassoni

Marturano

Fontaine

et al. 2020

Estud. psicol. (Campinas)

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The transition between the two cycles of Elementary School is a process with anticipations and expectations in the 5th as well as demands and adaptations in the 6th year. The objective of this paper is to investigate the effects of the transition taking into account the nature of the transition. A prospective study was carried out with two data collections (5th and 6th grade). A total of 379 public-school students (212 girls), with a mean age of 10.6 years (SD = 0.91), were enrolled at the beginning of the study. The instruments used were Brazil Test, Child Stress Scale, Social Skills Assessment System, Self-Concept Assessment Questionnaire, and Multidimensional Life Satisfaction Scale for Children. When comparing the two grades, children who did not change schools showed more stability, especially in academic self-concept; those enrolled in municipal schools showed a greater decrease in self-concept and satisfaction with life. School change seems to increase the demands of transition.

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Section: Discussionsupporting

confidence: 89%

mentioning

confidence: 67%

School context in the transition from the early years to the final years of Elementary Education

Cassoni

Marturano

Fontaine

et al. 2020

Estud. psicol. (Campinas)

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“…Only Arens, Yeung, Craven, Watermann and Hasselhorn () looked at the impact of age at transition. Their study was conducted in Germany where children move to secondary school after fourth grade (Year 5).…”

Section: Resultsmentioning

confidence: 99%

Systematic literature review of primary‒secondary transitions: International research

Jindal‐Snape

Hannah

Cantali

et al. 2020

Review of Education

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A systematic literature review of international empirical research was conducted to understand the impact of primary-secondary transition on children's experiences, outcomes and protective/ risk factors. The review covered the period 2008-2018 and met the gap in previous literature reviews. Using the EPPI-Centre approach, authors included 96 studies in the review. Synthesis of the findings suggested that, in the main, perceived and real relationships with teachers and peers led to positive or negative experiences. Pupils and parents were primarily concerned with changes in relationships during the transition from primary to secondary school. Some studies reported that transition can also have a positive effect on opportunities for establishing new friendships. There was a decline in educational and wellbeing outcomes, and there was a link between the two. However, we cannot say with any confidence whether this impact on outcomes was as a result of the transition to secondary school, and whether it was sustained over time. Protective and risk factors were related to the child and significant others in their ecosystem. There were contradictory findings about the impact of organisational and educational systems. A limited number of studies examined the differential impact of transitions on children with additional support needs. This review is the first to bring together various aspects of transitions and as a result provides some unique insights and makes an original contribution. It became clear that it is difficult to predict the impact of interactions between experiences, outcomes and factors, given the gaps in existing literature. The paper concludes with recommendations for policy, practice and future research.

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“…Studies indicate that academic self-concept decreases between the end of primary and the beginning of secondary education (Wigfield et al, 1991; Arens et al, 2013a). For example, Coelho et al (2017) found decreases in students’ academic self-concept from their last year in primary education to the end of their first year in secondary education, along with lower levels of self-esteem.…”

Section: The Effects Of the Transition To Secondary Education On Acadmentioning

confidence: 99%

A Review of the Academic and Psychological Impact of the Transition to Secondary Education

2018

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The transition from primary to secondary education is one of the most stressful events in a young person’s life (Zeedyk et al., 2003) and can have a negative impact on psychological well-being and academic achievement. One explanation for these negative impacts is that the transition coincides with early adolescence, a period during which certain psychological disorders (i.e., anxiety disorders) become more salient (Kessler et al., 2005) and marked social, biological, and psychological development occurs (Anderson et al., 2000). This review evaluates the existing literature on the psychological and academic impacts of the transition to secondary education on young adolescents. We examine the factors that plausibly increase or mitigate the risk of developing mental health issues and/or a decline in academic performance during the transition to secondary education. We also review the interplay between psychological health and academic achievement across and beyond the transition. We conclude with a summary of what schools and parents can learn from these findings to support children in a successful transition into secondary education.

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

Cited by 46 publications

References 29 publications

School context in the transition from the early years to the final years of Elementary Education

School context in the transition from the early years to the final years of Elementary Education

Systematic literature review of primary‒secondary transitions: International research

A Review of the Academic and Psychological Impact of the Transition to Secondary Education

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