The DOI matches its Crossref record; 36 of the 37 references it cites were found in a registry or an index.
Assessing pupil concerns about transition to secondary school
Abstract
Background The primary-secondary transition can negatively affect pupils' emotional and psychological adjustment. However, methods for assessing concerns regarding secondary school are limited. A reliable and valid measure of transition-related concerns would be useful both in evaluating and shaping the content and delivery of universal and targeted transition support programmes. Aims To assess the validity of a quantitative self-report measure of school concerns as an assessment tool during the primary-secondary school transition. Sample A UK sample of 147 Year 6 primary school pupils and 263 Year 7 secondary school pupils. Method Self-reports of school concerns and school liking as well as self-reported and peer assessments on a range of psychological adjustment measures were collected. Results The School Concerns Questionnaire (SCQ) showed good reliability at primary and secondary school. Secondary concerns reduced significantly post-transition. Three factors emerged from an exploratory factor analysis of the SCQ and the pattern of results was replicated for post-transition concerns. Pupils with higher school concerns at secondary school reported reduced liking of school and reduced trust and respect for teachers. The SCQ was associated with generalized anxiety and female gender both pre-and post-transition. Peer problems and depression were associated with pre- and post-transition concerns, respectively. Conclusions The SCQ is a simple to complete, reliable, and valid too…
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“Although one of the conclusions from the study was that the SCQ is a useful tool in understanding pupil response to this transition, it is not able to show the nuances that may be at play for each individual child that would be captured by using qualitative methods.”
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 Rice, Fredrickson, and Seymour (2011)
In the citing paper
“For children still in primary school environmental and procedural features e.g.changing classes and size of school were highly endorsed.This was seen slightly less for those who had already made the transition.”
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 Rice, Fredrickson, and Seymour (2011)
In the citing paper
“Another key finding of the study was that school concerns at both primary and secondary school were strongly associated with generalized anxiety symptoms”
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 Rice, Fredrickson, and Seymour (2011)
In the citing paper
“Through use of this questionnaire they identified five concerns with the highest mean ratings both pre-and posttransition.”
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 Rice, Fredrickson, and Seymour (2011)
In the citing paper
“There were similarities in the findings between this study and that of Zeedyk et al. (2003) in terms of being bullied and homework being the most highly endorsed concerns both pre-and post-transition.”
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 Rice, Fredrickson, and Seymour (2011)
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Metadata
- Authors
- Rice, F., Frederickson, N., & Seymour, J.
- Affiliations
- University College London (GB)
- Corresponding author
- Rice, Frances
- Venue
- British Journal of Educational Psychology
- Publisher
- Wiley
- Published
- 2011-03-09
- Volume
- 81
- Issue
- 2
- Pages
- 244-263
- ISSN
- 0007-0998 (ISSN-L)
- 2044-8279
- OpenAlex
- W1588902549
- Cited by
- 198
- References
- 37
- Citations by year
- 2026: 12 · 2025: 14 · 2024: 15 · 2023: 17 · 2022: 13 · 2021: 14 · 2020: 19 · 2019: 22 · 2018: 13 · 2017: 6 · 2016: 16 · 2015: 12 · 2014: 7 · 2013: 9 · 2012: 8
- FWCI
- 27.23
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- British Journal of Educational Psychology (publishedVersion)
- PubMed (publishedVersion)
- UCL Discovery (University College London) (submittedVersion)
- ORCA Online Research @Cardiff (Cardiff University) (submittedVersion)
- Topics
- Social Sciences › Education › Early Childhood Education and Development
- Social Sciences › Education › Educational Environments and Student Outcomes
- Social Sciences › Psychology › Developmental and Educational Psychology › Psychosocial Factors Impacting Youth
- Keywords
- transition to secondary school, psychological adjustment, school liking, generalized anxiety disorder, peer problems, depression
- MeSH terms
- Adaptation, Psychological, Attitude, Child, England, Female, Follow-Up Studies, Humans, Life Change Events, Male, Peer Group, Psychometrics, Surveys and Questionnaires, Schools, Social Adjustment, Social Environment, Social Support, Students, Reproducibility of Results
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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