Surviving the junior high school transition family processes and self-perceptions as protective and risk factors

This study used a longitudinal design to investigate the association offamily processes and self-perceptions with adjustment and self-esteem following the transition to junior high school. Students'positive self-concepts in academic and social domains emerged as facilitative of positive adjustm...

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Bibliographic Details
Published in:The Journal of early adolescence 1994-05, Vol.14 (2), p.162-199
Main Authors: Lord, S.E, Eccles, J.S, McCarthy, K.A
Format: Article
Language:English
Subjects:
Academic Achievement
Adjustment
Adolescent Attitudes
Adolescents
attitudes and opinions
beliefs
change
communication
competence beliefs
decision making
Elementary Secondary Education
Family Environment
Family Life
family relations
gender differences
high school students
Influences
Interpersonal Competence
Junior High School Students
Junior High Schools
Life Stage Transitions
Longitudinal Studies
middle school students
parent-child relationships
perception
personal autonomy
psychosocial factors
risk
Risk Factors
Self Esteem
social adjustment
Student Adjustment
Student Attitudes
support systems
Transition to School
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Summary:This study used a longitudinal design to investigate the association offamily processes and self-perceptions with adjustment and self-esteem following the transition to junior high school. Students'positive self-concepts in academic and social domains emerged as facilitative of positive adjustment across the transition, while self-consciousness in these domains proved detrimental to adjustment. In addition, adolescents'perceptions of their parents as being developmentally attuned to them and supportive of autonomy in decision-making situations were positively associated with adjustment and gains in self-esteem across the transition. The results are discussed in light of the salient developmental tasks confronting the early adolescent and the role offamily and school contexts in facilitating the successful negotiation of these tasks.
ISSN:0272-4316
1552-5449
DOI:10.1177/027243169401400205