Effects of transition from elementary school to junior high school on early adolescents' self-esteem and perceived competence

Abstract

Early adolescents' self-esteem and perceived competence in the cognitive, social, and physical domains were examined across the transition from elementary school to junior high school. Self-esteem and perceived social and physical competence were either stable or increased for most children. Cognitive competence was unchanged. It was concluded that, in general, early adolescents' perceptions of self-esteem and competence are not adversely affected by the transition.

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

“…As this was also the case for self-esteem and peer self-concept, our findings are different from those studies that have suggested a higher vulnerability for these constructs for girls compared to boys during transition (Blyth et al, 1983;Hardy et al, 2002;Simmons et al, 1979). Instead, this study is consistent with previous studies that have demonstrated a decline of self-esteem for both boys and girls after the transition to secondary school (e.g., Wigfield et al, 1991) and with studies that have not found any gender differences in the development of peer-related constructs across transition (e.g., Cantin & Boivin, 2004;Proctor & Choi, 1994).…”

“…Fenzel and Blyth (1986) also showed that students' perception of integration in the school environment declined across transition. In contrast, Proctor and Choi (1994) as well as Nottelmann (1987) reported an increase in students' self-perceived social competence after the transition to junior high school. Mixed results were reported by Seidman, Allen, Aber, Mitchell, and Feinman (1994) who demonstrated an increase of students' social efficacy expectations and a decrease of daily hassles with peers, which were, however, accompanied by increasing antisocial peer values.…”

“…However, research findings are inconsistent as other studies reported stable levels or even an increase of students' self-esteem upon transition (Fenzel & Blyth, 1986;Hirsch & DuBois, 1991;Hirsch & Rapkin, 1987;Nottelmann, 1987;Proctor & Choi, 1994).…”

“…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.…”

“…For example, Blyth et al (1983; see also Simmons et al, 1979) found girls' self-esteem to suffer more from the secondary school transition after 6th grade than boys' self-esteem. Similarly, Proctor and Choi (1994) demonstrated that students' self-esteem tended to remain high after transition, but if there was a decrease of self-esteem, it was primarily a phenomenon for girls. Cantin and Boivin (2004) found that the decrease in self-esteem across the transition between 6th and 7th grade tended to be marginally more pronounced for girls than for boys.…”