6533b85efe1ef96bd12c097b
RESEARCH PRODUCT
Students' academic and emotional adjustment during the transition from primary to secondary school
Karine VerschuerenEija PakarinenMarja-kristiina LerkkanenMaaike Engelssubject
Malekoulusaavutuksetkoululaisetcognitive engagementBurnoutDevelopmental psychologyConflict PsychologicalBehavioral engagementRisk FactorsAcademic PerformanceDevelopmental and Educational PsychologyLONGITUDINAL ASSOCIATIONSLongitudinal StudiesChildFinlandschool transitionSchoolsCognitive engagementCognitive engagementbehavioral engagementTransition (fiction)achievement05 social sciencesteacher-student conflict050301 educationsitoutuminenDEPRESSIVE SYMPTOMSFemalePsychology050104 developmental & child psychologyAdolescentPsychology AdolescenteducationStandardized testEmotional AdjustmentuupumusEducationHumansInterpersonal Relations0501 psychology and cognitive sciencesTeacher-student conflictStudentsopettaja-oppilassuhdebusiness.industryBehavioral engagementstudent burnoutAchievementTYPICAL INTELLECTUAL ENGAGEMENTTASK-AVOIDANTTEACHER-CHILD RELATIONSHIPSAdolescent BehaviorSchool transitionCross laggedBURNOUTMIDDLE SCHOOLSchool TeachersbusinessSOCIAL SUPPORT0503 educationStress PsychologicalStudent burnoutdescription
The current study examined several indicators of students' academic and emotional adjustment during the transition from primary (i.e., grade 6) to secondary school (i.e., grades 7 and 9). Specifically, the study investigated how students' engagement, achievement, and burnout, as well as student-teacher conflict, evolve together over time. A total of 356 adolescents (57.3% boys) filled out questionnaires about their burnout and their behavioral and cognitive engagement. Students' achievement was measured using standardized test scores. Conflict in the teacher-student relationship was assessed using teacher ratings. Cross-lagged models revealed bi-directional associations between behavioral and cognitive engagement. More teacher conflict related to less behavioral engagement, whereas higher achievement predicted more cognitive engagement one and two school years later. The results underscore that, despite the interrelatedness of behavioral and cognitive engagement during the transition from primary to secondary school, both show unique contextual and personal correlates. ispartof: Journal of School Psychology vol:76 pages:140-158 ispartof: location:United States status: published
| year | journal | country | edition | language |
|---|---|---|---|---|
| 2019-10-01 | Journal of School Psychology |