@article{ref1,
title="Promoting a positive middle school transition: a randomized-controlled treatment study examining self-concept and self-esteem",
journal="Journal of youth and adolescence",
year="2016",
author="Coelho, Vitor Alexandre and Marchante, Marta and Jimerson, Shane R.",
volume="46",
number="3",
pages="558-569",
abstract="The middle school transition is a salient developmental experience impacting adolescents around the world. This study employed a randomized-controlled treatment design, with randomization at the school level, to investigate the impact of a school adjustment program for middle school transition and potential gender differences. Participants included 1147 students (M age = 9.62; SD = 0.30, 45.7 % girls), who were assessed at four time points during the transition, regarding five dimensions of self-concept (academic, social, emotional, physical and family) and self-esteem. Parallel growth curves were employed to analyze the evolution of self-concept. Following the transition to middle school, students reported lower levels of self-concept (academic, emotional and physical) and self-esteem, while participation in the intervention led to increases in self-esteem and gains in social self-concept. No gender differences were found. These results provide preliminary evidence supporting such interventions in early middle school transitions.<p /> <p>Language: en</p>",
language="en",
issn="0047-2891",
doi="10.1007/s10964-016-0510-6",
url="http://dx.doi.org/10.1007/s10964-016-0510-6"
}