Self-concept during the transition to secondary school: turmoil or normative adjustment?

Downs, J. (2003) Self-concept during the transition to secondary school: turmoil or normative adjustment? In: Proceedings of the Australian Association for Research in Education Conference. From: Educational Research, Risks, and Dilemmas, 29 November - 3 December 2003, Auckland, New Zealand.

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[Extract] Transition to secondary school embraces substantial changes in the educational environment (in structure, delivery and expectations) and typically coincides with the physiological, psychological, and social changes associated with young adolescence. It therefore provides an opportunity to examine the question of the extent to which adolescent transitions are characterised by turmoil or normative adjustment. From a longitudinal study exploring 74 adolescents' subjective experiences of the transition to secondary and boarding school in North Queensland, this paper reports high levels of stability in self-concept across the school year, as measured by the SDQ-Il (Marsh, 1990). Girls' Total Self-Concept and scores on Math, Verbal Ability, Honesty and Trustworthiness scales improved. However, related levels of depression and homesickness (examined as a distinct phenomenon) raise questions about the influence of such factors and the protective function of positive self-concept in perceived adjustment to the transition.

Item ID: 14718
Item Type: Conference Item (Research - E1)
ISBN: 1324-9339
Keywords: secondary education; self concept
Date Deposited: 18 Sep 2017 23:10
FoR Codes: 13 EDUCATION > 1303 Specialist Studies in Education > 130309 Learning Sciences @ 100%
SEO Codes: 93 EDUCATION AND TRAINING > 9399 Other Education and Training > 939999 Education and Training not elsewhere classified @ 51%
94 LAW, POLITICS AND COMMUNITY SERVICES > 9401 Community Service (excl. Work) > 940105 Childrens/Youth Services and Childcare @ 49%
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