Prospective Study of Changes in Global Self-Worth and Strain During the Transition to Middle School
Abstract
An integrative model of the stress process in early adolescence during the transition to middle school was examined in this prospective study. In the model, student role strain (both peer and school work strain) was hypothesized to predict changes in feelings of self-worth, with perceived competence (social and scholastic) and social support (from close friends, parents, and teachers) serving as moderators of the relation. Reciprocal relations also were hypothesized. Results of prospective analyses showed support for the negative effects both of peer and school strain on changes in feelings of self-worth, as well as a role for perceived social competence and social support from close friends as moderators of this type of relation. Reciprocal influences of perceived competence, social support, and feelings of self-worth on levels of strain also were evident individually and in interaction with one another.
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The strain of managing new peer relationships following transition is associated with decreases in self-worth over this period.
“Fenzel (2000) found that the strain of managing new peer relationships following transition was associated with decreases in self-worth over this period.”
From Exploring the experience of students making the transition from primary school to secondary school: An interpretative phenomenological analysis of the role of friendship and family support (2019) · cites this paper as Fenzel (2000)
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“Researchers (in particular, Eccles et al., 1993; Simmons & Blyth, 1987) have pointed to many factors that contribute to the stressfulness of the transition to middle school, including increased academic demands and social comparisons, exposure to unfamiliar peers and teachers, and practices that…”
BackgroundResultCompas, B. E., Wagner, B. M., Slavin, L. A., & Vannatta, K. (1986) · American Journal of Community Psychology · doi:10.1007/bf00911173 · Cited by 340 · see citing works
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Development of self-esteem from age 4 to 94 years: A meta-analysis of longitudinal studies.
Orth, U., Erol, R. Y., & Luciano, E. C. (2018) · Psychological Bulletin · doi:10.1037/bul0000161 · Cited by 438 · see citing works
A review of the academic and psychological impact of the transition to secondary education
Evans, D., Borriello, G. A., & Field, A. P. (2018) · Frontiers in Psychology · doi:10.3389/fpsyg.2018.01482 · Cited by 285 · see citing works
Scherrer, V., & Preckel, F. (2019) · Review of Educational Research · doi:10.3102/0034654318819127 · Cited by 251 · see citing works
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- Authors
- Fenzel, L. M.
- Affiliations
- Loyola University Maryland (US)
- Corresponding author
- Fenzel, L. Mickey
- ORCID
- Fenzel, L. Mickey
- Venue
- The Journal of Early Adolescence
- Publisher
- SAGE Publications
- Published
- 2000-02
- Volume
- 20
- Issue
- 1
- Pages
- 93-116
- ISSN
- 0272-4316 (ISSN-L)
- 1552-5449
- OpenAlex
- W2156486457
- Cited by
- 173
- References
- 3
- Citations by year
- 2026: 2 · 2025: 2 · 2024: 5 · 2023: 5 · 2022: 4 · 2021: 5 · 2020: 9 · 2019: 12 · 2018: 11 · 2017: 6 · 2016: 12 · 2015: 9 · 2014: 10 · 2013: 5 · 2012: 10
- FWCI
- 6.74
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- The Journal of Early Adolescence (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 › Psychology › Developmental and Educational Psychology › Student Stress and Coping
- Keywords
- self-worth, role strain, middle school transition, early adolescence, perceived social competence, social support, reciprocal effects, stress process model, close friends, parents, teachers
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