Transitions during early adolescence: Changes in children's domain-specific self-perceptions and general self-esteem across the transition to junior high school.
Abstract
Young adolescents' (N=1,850) achievement self-perceptions in 4 activity domains (math, English, social acitivities, and sports) and self-esteem were examined across the transition from elementary to junior high school
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Most studies found self-esteem levels were high during elementary school and decreased during the middle school transition in the US, Portugal, and Germany.
“Most studies have found that self-esteem levels were high during elementary school and decreased during the middle school transition in the US (Cantin & Boivin, 2004;Seidman et al., 1994;Wigfield et al., 1991), Portugal (Coelho et al., 2020), and Germany (Arens et al., 2013).”
From Self‐esteem development and life events: A review and integrative process framework (2022) · cites this paper as Wigfield et al., 1991
Some studies but not others reported that the decline in self-esteem during the middle school transition did not persist beyond the first year after the transition.
“Some studies (Wigfield et al., 1991) but not others (Coelho et al., 2020) reported that the decline did not persist beyond the first year after the transition.”
From Self‐esteem development and life events: A review and integrative process framework (2022) · cites this paper as Wigfield et al., 1991
Self-esteem decreases during the middle school transition are accompanied by simultaneous decreases in indicators of acceptance and competence.
“Studies reporting self-esteem decreases during the middle school transition reported simultaneous decreases in indicators of acceptance and competence (Coelho et al., 2020;Wigfield et al., 1991).”
From Self‐esteem development and life events: A review and integrative process framework (2022) · cites this paper as Wigfield et al., 1991
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“school transition reported simultaneous decreases in indicators of acceptance and competence (Coelho et al., 2020; Wigfield et al., 1991).”
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- Authors
- Wigfield, A., Eccles, J. S., Mac Iver, D., Reuman, D. A., & Midgley, C.
- Affiliations
- University of Maryland, College Park (US)
- Venue
- Developmental Psychology
- Published
- 1991-07
- Volume
- 27
- Issue
- 4
- Pages
- 552-565
- ISSN
- 0012-1649 (ISSN-L)
- 1939-0599
- OpenAlex
- W1996549795
- Cited by
- 998
- References
- 3
- Citations by year
- 2026: 12 · 2025: 10 · 2024: 17 · 2023: 20 · 2022: 25 · 2021: 36 · 2020: 32 · 2019: 44 · 2018: 54 · 2017: 50 · 2016: 38 · 2015: 51 · 2014: 43 · 2013: 35 · 2012: 55
- FWCI
- 59.29
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Developmental Psychology (publishedVersion)
- Topics
- Social Sciences › Education › Early Childhood Education and Development
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Social Sciences › Sociology and Political Science › Psychosocial Factors Impacting Youth
- Keywords
- early adolescence, transition to junior high school, global self-esteem, elementary to junior high school transition, early adolescents, social activity, sport
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