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Transition to middle school: Self-concept changes.

ABSTRACT: Self-concept influences identity and the way that people behave, and it fluctuates over time. The main purpose of this study was to analyze fluctuations in the dimensions of self-concept as a function of gender, educational level, grade, age, physical activity, and weight. In total, 712 Spanish adolescents who were in the 5th and 8th grades (354 boys and 358 girls) and 10 to 14 years old (M = 11.9; SD = 1.3) participated in this study. The Self-Concept Questionnaire, Form 5 was used to analyze several dimensions of self-concept (academic, social, emotional, family, and physical), using the average scores in each dimension. The data showed strong differences in the dimensions of self-concept during the school transition. Middle-school students, compared to elementary-school students, showed significantly lower levels in almost all dimensions (academic, social, family, and physical). Furthermore, student age was a negative predictor of the social and academic dimensions, explaining 33% and 37% of the variance, respectively. Educational level and grade were smaller factors influencing the academic dimension (explaining 29% and 25% of the variance, respectively). The main findings revealed that the school transition and, specifically, increased age were associated with a lower self-concept. These results help us understand the need to strengthen psychological and educational self-concept at school.

SUBMITTER: Onetti W

PROVIDER: S-EPMC6382118 | biostudies-literature | 2019

REPOSITORIES: biostudies-literature

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Transition to middle school: Self-concept changes.

Onetti Wanesa W Fernández-García José Carlos JC Castillo-Rodríguez Alfonso A

PloS one 20190220 2

Self-concept influences identity and the way that people behave, and it fluctuates over time. The main purpose of this study was to analyze fluctuations in the dimensions of self-concept as a function of gender, educational level, grade, age, physical activity, and weight. In total, 712 Spanish adolescents who were in the 5th and 8th grades (354 boys and 358 girls) and 10 to 14 years old (M = 11.9; SD = 1.3) participated in this study. The Self-Concept Questionnaire, Form 5 was used to analyze s ...[more]

PMID: 30785933

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Project description:A robust body of research has identified school transitions during adolescence, and in particular the transition from middle to high school, as one of the riskiest phases for school failure, being characterized by significant social, emotional and behavioral changes. This transition is critical even with respect to academic achievement: in Italy, the highest frequency of school dropout can be observed in the 9th and 10th grades, partly as a consequence of poor adjustment to the new school context. The impact of students' relationships with their teachers may be particularly relevant during critical developmental periods. Indeed, student-teacher relationships have been widely recognized as protective factors in school adjustment and, in case of negative relationships, also as a factor that increases the risk of maladjustment. Positive and affective student-teacher relationships may play an important role in students' adaptation to the school environment, favoring both academic achievement and adaptive behaviors. The aim of this study was to investigate the effects of the quality of teacher-student relationships, as perceived by pupils, on academic achievement, and problem and prosocial behaviors during the relevant school transition. The sample consisted of 122 students (55% female). We employed a self-report questionnaire to collect information on: demographic characteristics, quality of the relationship with teachers, problem and prosocial behaviors, and academic achievement. Students filled in the questionnaires twice: once during the 8th grade and 1 year later, during their first year of high school (9th grade). Regression analyses indicated that both average and varying levels of closeness with teachers significantly predicted changes in academic achievement: A perceived increase in closeness in 9th grade, as well as a higher mean closeness level, was associated with an increase in academic achievement. In turn, an increase in the level of perceived conflict with teachers significantly predicted an increase in conduct problems and hyperactive behaviors. This study supports the significance of student-teacher relationships as a protective factor during students' transition to high-school. Our findings also highlight the importance of relationship quality in preventing students' risk of school failure.

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Transition to middle school: Self-concept changes.

Publications

Transition to middle school: Self-concept changes.

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