The Effect of Students’ Experience with the Transition from Primary to Secondary School on Self-Regulated Learning and Motivation

Abstract

Transition from primary to secondary school is more successful when students’ learning is consistent. Students are also more likely to enjoy the school, engage with learning, and have a high academic achievement in the secondary school when they feel motivated. This is a critical aspect especially in cases when global pandemics situations allow only the online schooling opportunity. Students that are away from school lack the traditional sources of motivation and self-regulated learning skills, thus research is needed to identify other important factors that can be developed in remote settings. The aim of this study was to find out how students perceive their experience with the transition from primary to secondary school and how such a transition influences students’ self-regulated learning (SRL) and motivation. Self-reported data were collected during the COVID-19 breakout from a total of N=80, 6th and 7th grade students aged 12-14 years old. Results showed that students had a successful transition, especially when they are supported by their parents and teachers. Next, Bivariate Pearson Correlation analysis indicated that students’ perceptions about their experience with the transition from primary to secondary school and their self-regulated learning and motivation are significantly correlated. No gender differences were found among all main study variables.

Physical Activity and Daily Routine among Children Aged 0–12 during the COVID-19 Pandemic in Spain

“…The time spent away from school will have a greater impact in grades where children have to achieve an important learning outcome, such as reading and writing in the last year of preschool [ 45 ]. Nevertheless, sociologists and educationalists assure that the youthfulness of these children and the good work of their teachers will allow them to recover the knowledge missing during lockdown in a short time.…”

The Efficacy of Primavera, a Prevention Programme on Alcohol and Tobacco Use among 10–12-Year-Old Schoolchildren: A Randomized Controlled Cluster Study

“…The Primavera programme met most of the recommended criteria for the development of prevention programmes against alcohol and tobacco use in schools: beyond the need to address substance use issues, it aims more widely to develop psychosocial skills [ 7 , 8 , 11 , 17 , 19 , 21 ], it is multimodal [ 8 , 11 , 17 , 19 ] and pluri-annual [ 9 , 12 ]. In addition, the programme is implemented across the primary–secondary school transition, a critical period in terms of emotional, social, and academic adjustment [ 13 , 14 , 15 ]. This programme is in current use in French schools by several trained teams.…”

“…For prevention actions to be efficacious in improving risks awareness and social skills, it is important to implement early interventions; it has been suggested that preventive actions among young people should be initiated early on in their lives [ 7 , 8 , 9 , 10 ]. Continuity in action over several school years, especially during the transition between primary and secondary school, could also be a factor predictive of efficacy [ 8 , 9 , 11 , 12 , 13 , 14 , 15 ]. Concerning the specific qualities that make prevention programmes at school efficacious among schoolchildren, a few studies have shown the benefits of a theoretical base integrating the promotion of health and the development of psychosocial skills through the use of individuals’ experiences and resources derived from their environment [ 8 , 10 , 11 , 16 , 17 , 18 , 19 , 20 , 21 ].…”