School context in the transition from the early years to the final years of Elementary Education

Authors

Keywords:

Emotional adjustment, Psichological adaptation, Social adjustment

Abstract

The transition between the two cycles of Elementary School is a process with anticipations and expectations in the 5th as well as demands and adaptations in the 6th year. The objective of this paper is to investigate the effects of the transition taking into account the nature of the transition. A prospective study was carried out with two data collections (5th and 6th grade). A total of 379 public-school students (212 girls), with a mean age of 10.6 years (SD = 0.91), were enrolled at the beginning of the study. The instruments used were Brazil Test, Child Stress Scale, Social Skills Assessment System, Self-Concept Assessment Questionnaire, and Multidimensional Life Satisfaction Scale for Children. When comparing the two grades, children who did not change schools showed more stability, especially in academic self-concept; those enrolled in municipal schools showed a greater decrease in self-concept and satisfaction with life. School change seems to increase the demands of transition.

Downloads

Download data is not yet available.

References

Akos, P., Rose, R. A., & Orthner, D. (2015). Sociodemographic moderators of middle school transition effects on academic achievement. The Journal of Early Adolescence, 35(2), 170-198. http://dx.doi.org/10.1177/0272431614529367

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. http://dx.doi.org/10.1016/j.ijer.2012.11.001

Bronfenbrenner, U. (1996). A ecologia do desenvolvimento humano: experimentos naturais e planejados. Porto Alegre: Artmed.Bronfenbrenner, U., & Morris, P. A. (1998). The ecology of development processes. In R. M. Lerner (Ed.), Handbook of child psychology: theoretical models of human development (v.1, pp.993-1027). New York: Wiley.

Coelho, V. A., & Romao, A. M. (2017). The Impact of secondary school transition on self-concept and self-esteem. Revista de Psicodidáctica, 22(2), 85-92. http://dx.doi.org/10.1016/j.psicod.2016.10.001

Forrest, C. B., Bevans, K. B., Riley, A. W., Crespo, R., & Louis, T. A. (2013). Health and school outcomes during children’s transition into adolescence. Journal of Adolescent Health, 52, 186-194. http://dx.doi.org/10.1016/j.jadohealth.2012.06.019

Freitas, L. C., & Del Prette, Z. A. P. (2015). Social skills rating system - brazilian version: new exploratory and confirmatory factorial analyses. Avances en Psicología Latinoamericana, 33(1), 135-156. http://dx.doi.org/10.12804/apl33.01.2015.10

Gardinal-Pizato, E. C. (2010). Um estudo longitudinal de trajetórias de desempenho escolar (Tese de doutorado nao-publicado), Universidade de Sao Paulo, Ribeirao Preto. Recuperado de http://www.teses.usp.br/teses/disponiveis/59/59137/tde-25112010-160638/pt-br.php

Giacomoni, C. H., & Hutz, C. S. (2008). Escala multidimensional de satisfacao de vida para criancas: estudos de construção e validacao. Estudos de Psicologia (Campinas), 25(1), 23-35. http://dx.doi.org/10.1590/S0103-166X2008000100003

Jovarini, N. V., Leme, V. B. R., & Correia-Zanini, M. R. G. (2018). Influencia das habilidades sociais e estressores sobre o desempenho escolar no 6o ano. Paidéia, 28(e2819). http://dx.doi.org/10.1590/1982-4327e2819

Lipp, M. E. N., & Lucarelli, M. D. M. (2008). Escala de Stress Infantil (ESI): Manual. Sao Paulo: Papirus.

Madjar, N., & Cohen-Malayev, M. (2016). Perceived school climate across the transition from elementary to middle school. School Psychology Quarterly, 31(2), 270-288. http://dx.doi.org/10.1037/spq0000129

Maroco, J. (2014). Análise estatística com o SPSS Statistics (6a ed.). Lisboa: ReportNumber.

Marsh, H. W., Relich, J. D., & Smith, I. D. (1983). Self-concept: the construct validity of interpretations based upon the SDQ. Journal of Personality and Social Psychology, 45, 173-187. http://dx.doi.org/10.1037/0022-3514.45.1.173

Metsapelto, R. L., Taskinen, P., Kracke, B., Silinskas, G., Lerkkanen, M. K., Poikkeus, A. M., & Nurmi, J. E. (2017). Changes in achievement values from primary to lower secondary school among students with and without externalizing problems. Learning and Individual Differences, 58, 75-82. http://dx.doi.org/10.1016/j.lindif.2017.08.002

Neal, S., Rice, F., Ng-Knight, T., Riglin, L., & Frederickson, N. (2016). Exploring the longitudinal association between interventions to support the transition to secondary school and child anxiety. Journal of Adolescence, 50, 31-43. http://dx.doi.org/10.1016/j.adolescence.2016.04.003

Oriol, X., Torres, J., Miranda, R., Bilbao, M., & Ortuzar, H. (2017). Comparing family, friends and satisfaction with school experience as predictors of SWB in children who have and have not made the transition to middle school in diferente countries. Children and Youth Services Review, 80, 149-156. http://dx.doi.org/10.1016/j.childyouth.2017.06.053

Pereira-Guizzo, C. S., Del Prette, A., Del Prette, Z. A. P., & Leme, V. B. R. (2018). Programa de habilidades sociais para adolescentes em preparacao para o trabalho. Psicologia Escolar e Educacional, 22(3), 573-581. http://dx.doi.org/10.1590/2175-35392018035449

Preckel, F., Niepel, C., Schneider, M., & Brunner, M. (2013). Self-concept in adolescence: A longitudinal study on reciprocal effects of self-perceptions in academic and social domains. Journal of Adolescence, 36, 1165-1175. http://dx.doi.org/10.1016/j.adolescence.2013.09.001.

Primi, R., Santos, D., John, O. P., & De Fruyt, F. (2016). Development of an inventory assessing social and emotional skills in Brazilian youth. European Journal of Psychological Assessment, 32, 5-16. http://dx.doi.org/10.1027/1015-5759/a000343

Ryan, A. M., Shim, S. S., & Makara, K. A. (2013). Changes in academic adjustment and relational self-worth across the transition to middle school. Journal Youth Adolescence, 42, 1372-1384. http://dx.doi.org/10.1007/s10964-013-9984-7

Sebanc, A. M., Guimond, A. B., & Lutgen, J. (2014). Transactional relationships between latinos’ friendship quality and academic achievement during the transition to middle school. Journal of Early Adolescence, 36(1), 108-138. http://dx.doi.org/10.1177/0272431614556347

Stabler, F., Dumont, H., Becker, M., & Baumert, J. (2017). What happens to the fish’s achievement in a little pond? A simultaneous analysis of class-average achievement effects on achievement and academic self-concept. Journal of Educational Psychology, 109(2), 191-207. http://dx.doi.org/10.1037/edu0000135

Symonds, J. E., & Galton, M. (2014). Moving to the next school at age 10-14 years: an international review of psychological development at school transition. Review Education, 2(1), 1-27. http://dx.doi.org/10.1002/rev3.3021

Wouters, S., Fraine, B. D., Colpin, H., Damme, J. V., & Verchueren, K. (2012). The effect of track changes on the development of academic self-concept in high school: a dynamic test of the big-fish-little-pond effect. Journal of Educational Pychology, 104(3), 793-805. http://dx.doi.org/10.1037/a0027732

Downloads

Published

2023-02-07

How to Cite

CASSONI, C. ., MARTURANO, E. M., FONTAINE, A. M., & LEME, V. B. R. (2023). School context in the transition from the early years to the final years of Elementary Education. Psychological Studies, 37. Retrieved from https://periodicos.puc-campinas.edu.br/estpsi/article/view/7363

Issue

Vol. 37 (2020): Estudos de Psicologia (Campinas)

Section

DEVELOPMENT PSYCHOLOGY

License

Copyright (c) 2023 Cynthia CASSONI, Edna Maria MARTURANO, Anne Marie FONTAINE, Vanessa Barbosa Romera LEME

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.