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Autor:
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

Quelle:
In: International Journal of Educational Research, 57 (2013) 1 , 1-11

URL des Volltextes:
http://dx.doi.org/10.1016/j.ijer.2012.11.001

DOI:
doi:10.1016/j.ijer.2012.11.001

Sprache:
Englisch

Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)

Schlagwörter:
Deutschland, Empirische Untersuchung, Geschlechtsspezifischer Unterschied, Grundschule, Multivariate Analyse, Peergroup, Psychometrie, Pubertät, Schüler, Schuljahr 04, Schuljahr 05, Sekundarstufe I, Selbsteinschätzung, Selbstkonzept, Übergang, Vergleich


Abstract(englisch):
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

Notizen:

last modified Nov 11, 2016