Transitions during early adolescence: Changes in children's domain-specific self-perceptions and general self-esteem across the transition to junior high school.

Abstract

Young adolescents' (N = 1,850) achievement self-perceptions in 4 activity domains (math, English, social activities, and sports) and self-esteem were examined across the transition from elementary to junior high school. Self-esteem scores declined across the transition to junior high, but increased during 7th grade. Self-concepts of ability for math, English, and social activities declined after transition, but perceptions of social ability increased during 7th grade. Perceptions of sports ability declined across 6th and 7th grades. The liking of math and sports declined over time, whereas liking of English and social activities declined immediately after transition but increased across 7th grade. Many of these changes are attributed to changes in the school and classroom environments encountered on entering junior high school.

The Effects of Concealing Academic Achievement Information on Adolescents’ Self-Concept

“…During the period of adolescence, self-concept is particularly vulnerable (Wigfield et al, 1991) and is easily influenced by feedback from the environment. The power of a given context to change one's self-concept is dependent on how pervasively shared it is and on the ways it is recognized (Markus, Mullally, & Kitayama, 1997).…”

“…During this period, physical and brain functions undergo dramatic changes, which lead to quicker development of cognitive and social abilities. For example, distinct changes in thinking (Keating, 2004), self-perception (Wigfield, Eccles, Mac Iver, Reuman, & Midgley, 1991), and motivation (Wigfield et al, 1991) occur during adolescence. These changes may significantly influence a variety of developmental outcomes, including academic achievement, selfconcept development, achievement motivation (Wigfield & Wagner, 2005), and prototypes of physical activities (e.g., Keresztes et al, 2009).…”

Regrouping: Organized Activity Involvement and Social Adjustment Across the Transition to High School

“…For some adolescents, this transition is marked by drops in self-esteem as well as increases in depression and psychological distress (Barber & Olsen, 2004;Chung, Elias, & Schneider, 1998;Wigfi eld, Eccles, Mac Iver, Reuman, & Midgley, 1991). The transition can also lead to the disruption of already established peer groups and networks, undermining group acceptance and friendships for some adolescents (Bukowski & Newcomb, 1984;Cantin & Boivin, 2004;Hardy, Bukowski, & Sippola, 2002;Hirsch & Dubois, 1992).…”

Prospective associations between loneliness and emotional intelligence

“…Thus, we should find bi-directional prospective relationships between loneliness and emotional functioning. We chose to explore these relationships during the transition to high school (age 11-12 years) when most pupils experience a degree of anxiety (Wigfield, Eccles, MacIver, Reuman, & Midgley, 1991) and loneliness in response to changing social roles (Pellegrini, 2002;Pellegrini & Long, 2002). We think that examining prospective associations between AEI and loneliness among young adolescents in their first year of high school is important because during that year young adolescents will experience heightened levels of social change and anxiety about their place in the social group.…”