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 1-11. United Kingdom: Pergamon Press. Retrieved from https://doi.org/10.1016/j.ijer.2012.11.001
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.
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