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

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International Journal of Educational Research Volume 57, Number 1, ISSN 0883-0355 Publisher: Elsevier Ltd

Abstract

The often observed decline in students’ self-perceptions across transition to secondary school after grade 6 is often attributed to students’ entry to puberty. This study aims to examine whether lowered self-perceptions can be observed after transition in Germany which occurs after grade 4 and thus takes place before puberty. Fifth graders (N=307) were found to be lower in self-esteem, academic competence perceptions, and academic affect than 4th graders (N=318). No mean differences were found for physical appearance and peer self-concepts. Boys and girls did not differ in their reactions to transition. Hence, students’ lowered self-perceptions after transition may be predominantly attributed to the transition itself rather than to the co-occurrence of transition and puberty.

Citation

Arens, A.K., Yeung, A.S., Craven, R.G., Watermann, R. & Hasselhorn, M. (2013). Does the timing of transition matter? Comparison of German students’ self-perceptions before and after transition to secondary school. International Journal of Educational Research, 57(1), 1-11. Elsevier Ltd. Retrieved October 16, 2019 from .

This record was imported from International Journal of Educational Research on January 31, 2019. International Journal of Educational Research is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.ijer.2012.11.001

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