@article{ref1,
title="Self-concepts, domain values, and self-esteem: relations and changes at early adolescence",
journal="Journal of personality",
year="1989",
author="Eccles, J. S. and Wigfield, A. and Flanagan, C. A. and Miller, Catherine and Reuman, D. A. and Yee, D.",
volume="57",
number="2",
pages="283-310",
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.<p /><p>Language: en</p>",
language="en",
issn="0022-3506",
doi="",
url="http://dx.doi.org/"
}