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Cited by 144Child and Adolescent Psychosocial and Emotional DevelopmentPsychosocial Factors Impacting YouthEarly Childhood Education and Development

Change and stability in children’s social network and self-perceptions during transition from elementary to junior high school

Cantin, Stéphane, Boivin, Michel·2004·International Journal of Behavioral Development
DOI 10.1080/01650250444000289
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Abstract

This study examined the changes in children’s social network and specific self-perceptions during the transition from elementary school to junior high school (JHS). The participants were 200 preadolescent children (104 girls, 96 boys). Children’s self-perceptions (global self-worth, perceived academic competence, and perceived social acceptance) and social network characteristics (parents and peer-enacted support) were evaluated four consecutive times over a 2-year period. Despite a slight decrease in the size of children’s social network after the transition, the passage into JHS had no negative impact on the quality and functional aspects of their relationships with parents and school friends. The school transition was instead associated with an intensification of supportive relationships with school friends. Children’s perceived social acceptance also increased suddenly after the JHS transition, while children’s perceived scholastic competence decreased simultaneously during that time. Children’s general self-esteem was then observed to decline progressively over a longer period of time.

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Crossref · 10.1080/01650250444000289

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65 of 65 references verified0 citation errors · 0 not checkable

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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 Cantin & Boivin, 2004

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Authors
Cantin, S., & Boivin, M.
Affiliations
Université Laval (CA)
ORCID
Venue
International Journal of Behavioral Development
Publisher
SAGE Publications
Published
2004-11
Volume
28
Issue
6
Pages
561-570
ISSN
  • 0165-0254 (ISSN-L)
  • 1464-0651
DOI
10.1080/01650250444000289
OpenAlex
W2106191929
Cited by
144
References
66
Citations by year
2026: 4 · 2025: 2 · 2024: 6 · 2023: 6 · 2022: 5 · 2021: 9 · 2020: 11 · 2019: 8 · 2018: 9 · 2017: 10 · 2016: 8 · 2015: 10 · 2014: 8 · 2013: 11 · 2012: 5
FWCI
1.61
Type
journal article
Language
en
Open access
closed
Licence
journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations
International Journal of Behavioral Development (publishedVersion)
Topics
  • Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
  • Social Sciences › Sociology and Political Science › Psychosocial Factors Impacting Youth
  • Social Sciences › Education › Early Childhood Education and Development
Keywords
transition to school, elementary to junior high school transition, children's social networks, self-perception, self-esteem, perceived social acceptance, perceived academic competence, peer support, school friends, preadolescents, longitudinal change

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