Citation

Eccles JS, Wigfield A, Flanagan CA, Miller C, Reuman DA, Yee D. J. Pers. 1989; 57(2): 283-310.

Affiliation

Institute for Social Research, University of Michigan, Ann Arbor 48106.

Copyright

(Copyright © 1989, John Wiley and Sons)

DOI

unavailable

PMID

2769558

Abstract

We assessed how children's self-concepts of ability for mathematics, English, social, and physical skills activities, ratings of the importance of these activities, and general self-esteem change across the transition to junior high school. Three types of change were assessed: change in mean levels, change in stability, and change in relationships. Twice each year during the sixth and seventh grades, 1,450 children completed questionnaires. Mean levels of children's self-esteem were lowest immediately after the transition, but recovered during seventh grade. Self-concept of ability and importance ratings for math and sports activities showed linear declines. Self-concept of ability for social activities showed a cubic trend, but importance ratings for social activities declined in a linear fashion. Children's self-concepts of ability for math and English became less stable across the junior high transition, whereas beliefs about other activities and general self-esteem were more stable in seventh grade.

Language: en