Students' academic and emotional adjustment during the transition from primary to secondary school : a cross-lagged study
Engels, M. C., Pakarinen, E., Lerkkanen, M.-K., & Verschueren, K. (2019). Students' academic and emotional adjustment during the transition from primary to secondary school : a cross-lagged study. Journal of School Psychology, 76, 140-158. https://doi.org/10.1016/j.jsp.2019.07.012
Published inJournal of School Psychology
© 2019 Society for the Study of School Psychology
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. ...
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Related funder(s)Academy of Finland
Funding program(s)Academy Project, AoF; Postdoctoral Researcher, AoF
Additional information about fundingThis project was funded by the Academy of Finland (Grant number 252 304 for 2006–2011; Grant number 263 891 for 2013–2015, Grant number 268 586 for 2014–2017; Grant number, 277 299 for 2015–2017), the Finnish Cultural Foundation (2014–2016), and FWO (Research Fund—Flanders; Grant number G.0728.14).
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