TY  - JOUR
PY  - 2016//
TI  - Promoting a positive middle school transition: a randomized-controlled treatment study examining self-concept and self-esteem
JO  - Journal of youth and adolescence
A1  - Coelho, Vitor Alexandre
A1  - Marchante, Marta
A1  - Jimerson, Shane R.
SP  - 558
EP  - 569
VL  - 46
IS  - 3
N2  - 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>
LA  - en
SN  - 0047-2891
UR  - http://dx.doi.org/10.1007/s10964-016-0510-6
ID  - ref1
ER  -