dc.contributor.author | Mays, D | |
dc.contributor.author | Franke, S | |
dc.contributor.author | Metzner, F | |
dc.contributor.author | Boyle, C | |
dc.contributor.author | Jindal-Snape, D | |
dc.contributor.author | Schneider, L | |
dc.contributor.author | Zielemanss, H | |
dc.contributor.author | Pawils, S | |
dc.contributor.author | Wichmann, M | |
dc.date.accessioned | 2018-08-29T08:52:22Z | |
dc.date.issued | 2018-09-13 | |
dc.description.abstract | Academic transitions, such as those between nursery to primary school, primary to secondary school or the return from special education to general education, can be key factors that affect a young person’s feeling of school belonging. The professional organisation of these transitions is the key factor shaping whether these transitions have a positive effect on student self-concept and academic motivation in children and adolescents. If transitional phases in childhood and adolescence are poorly implemented, adjustment difficulties can be a consequence, which may result in socio-emotional or behavioural issues, such as maladaptive coping, truancy, and school attrition (Rosenkoetter, Schroeder, Rous, Hains, Shaw, & McCormick, 2009; Mays, Jindal-Snape, & Boyle, 2019). This chapter considers the question of whether students identified by their primary school teachers as having issues with socio-emotional development will show changes in their selfconcept and achievement motivation during the transition from Grade 4 to Grade 5. It was anticipated that academic self-concept and achievement motivation would decrease during the transition for students identified as having social-emotional development issues. Using a pre-post study design, students aged between 9 to 11 years in 4th grade were monitored across one year in regular primary schools in Germany. The social-emotional development of 33 students identified by teachers as having difficulties in this area were assessed across the year and compared with a similar aged control sample in 4th grade (n=531) and 5th grade (n=611) over the course of a year | en_GB |
dc.identifier.citation | In: Pathways to Belonging - Contemporary Perspectives of School Belonging, edited by Kelly-Ann Allen and Christopher Boyle, chapter 10 | en_GB |
dc.identifier.doi | 10.1163/9789004386969_010 | |
dc.identifier.uri | http://hdl.handle.net/10871/33830 | |
dc.language.iso | en | en_GB |
dc.publisher | Brill | en_GB |
dc.rights.embargoreason | Under embargo until 13 September 2020 in compliance with publisher policy | en_GB |
dc.rights | © 2018 Brill | en_GB |
dc.subject | school belonging | en_GB |
dc.subject | transitions | en_GB |
dc.subject | school transitions | en_GB |
dc.subject | academic self-concept | en_GB |
dc.subject | belonging | en_GB |
dc.subject | motivation | en_GB |
dc.subject | primary school | en_GB |
dc.subject | inclusion | en_GB |
dc.subject | school psychology | en_GB |
dc.title | School Belonging and Successful Transition Practice: Academic Self-Concept and Achievement Motivation in Primary School Students | en_GB |
dc.type | Book chapter | en_GB |
dc.identifier.isbn | 9789004386969 | |
dc.relation.isPartOf | Pathways to school belonging. Contemporary research in school belonging | en_GB |
exeter.place-of-publication | Leiden | en_GB |
dc.description | This is the author accepted manuscript. The final version is available from Brill via the DOI in this record | en_GB |