| Abstract: | Change and stability in competence and self-esteem of fifth- and sixth-grade boys and girls were examined across a 1-year period, in which approximately one half of the children made the transition from elementary to secondary school (transition groups) and the other half continued in the same school (nontransition groups). Beginning at the end of the school year before transition, the Perceived Competence Scale for Children and the Teacher's Rating Scale of Child's Actual Competence were administered at 6-mo intervals. There was no notable transition effect either early or late in the new school year. Overall, children's perceived competence increased and was stable across the 1-year period. Teacher ratings also reflected competence gains for children in nontransition groups; but for children in transition groups they were substantially lower in secondary than in elementary school. The results indicate that entry into secondary school represents significant change from elementary school, but that most children negotiate the transition without undue difficulty. (PsycINFO Database Record (c) 2010 APA, all rights reserved) |
