“…In general, researchers have documented a drop in students' self-perceptions of competence as well as a decrease in affective-motivational constructs such as liking, interest, and perceived importance following the transition to secondary school for both math and verbal domains (Anderman & Midgley, 1997;Cantin & Boivin, 2004;Wigfield & Eccles, 1994;Wigfield, Eccles, MacIver, Reuman, & Midgley, 1991). However, in contrast to the prevailing findings showing a decrease in students' academic self-concepts during transition, there are also studies that have documented no change, or even an increase, in students' academic self-concepts across transition (e.g., Nottelmann, 1987;Proctor & Choi, 1994). Wigfield et al (1991) found that students' self-perceived ability for social activities tended to drop after the transition to junior high school between 6th and 7th grade but seemed to recover by the end of the 7th grade, although it was still lower than before transition.…”