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Autor*innen: Arens, A. Katrin; Yeung, Alexander Seeshing; Craven, Rhonda G.; Watermann, Rainer; Hasselhorn, Marcus
Titel: Does the timing of transition matter? Comparison of German students' self-perceptions before and after transition to secondary school
In: International Journal of Educational Research, 57 (2013) 1, S. 1-11
DOI: 10.1016/j.ijer.2012.11.001
URL: http://dx.doi.org/10.1016/j.ijer.2012.11.001
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Deutschland; Empirische Untersuchung; Geschlechtsspezifischer Unterschied; Grundschule; Multivariate Analyse; Peergroup; Psychometrie; Pubertät; Schüler; Schuljahr 04; Schuljahr 05; Sekundarstufe I; Selbsteinschätzung; Selbstkonzept; Übergang; Vergleich
Abstract (english): 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.
DIPF-Abteilung: Bildung und Entwicklung