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dc.contributor.authorEngels, Maaike C.
dc.contributor.authorPakarinen, Eija
dc.contributor.authorLerkkanen, Marja-Kristiina
dc.contributor.authorVerschueren, Karine
dc.date.accessioned2020-01-14T11:34:26Z
dc.date.available2020-01-14T11:34:26Z
dc.date.issued2019
dc.identifier.citationEngels, 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. <i>Journal of School Psychology</i>, <i>76</i>, 140-158. <a href="https://doi.org/10.1016/j.jsp.2019.07.012" target="_blank">https://doi.org/10.1016/j.jsp.2019.07.012</a>
dc.identifier.otherCONVID_32510290
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/67280
dc.description.abstractThe 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.en
dc.format.mimetypeapplication/pdf
dc.languageeng
dc.language.isoeng
dc.publisherElsevier
dc.relation.ispartofseriesJournal of School Psychology
dc.rightsCC BY-NC-ND 4.0
dc.subject.otherachievement
dc.subject.otherbehavioral engagement
dc.subject.othercognitive engagement
dc.subject.otherschool transition
dc.subject.otherstudent burnout
dc.subject.otherteacher-student conflict
dc.titleStudents' academic and emotional adjustment during the transition from primary to secondary school : a cross-lagged study
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202001141233
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosDepartment of Teacher Educationen
dc.contributor.oppiaineKasvatuspsykologiafi
dc.contributor.oppiaineKasvatustiedefi
dc.contributor.oppiaineKasvatuspsykologiaen
dc.contributor.oppiaineEducationen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.description.reviewstatuspeerReviewed
dc.format.pagerange140-158
dc.relation.issn0022-4405
dc.relation.volume76
dc.type.versionacceptedVersion
dc.rights.copyright© 2019 Society for the Study of School Psychology
dc.rights.accesslevelopenAccessfi
dc.relation.grantnumber268586
dc.relation.grantnumber277299
dc.subject.ysouupumus
dc.subject.ysokoululaiset
dc.subject.ysokoulusaavutukset
dc.subject.ysoopettaja-oppilassuhde
dc.subject.ysositoutuminen
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p130
jyx.subject.urihttp://www.yso.fi/onto/yso/p16485
jyx.subject.urihttp://www.yso.fi/onto/yso/p8584
jyx.subject.urihttp://www.yso.fi/onto/yso/p1050
jyx.subject.urihttp://www.yso.fi/onto/yso/p13419
dc.rights.urlhttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.relation.doi10.1016/j.jsp.2019.07.012
dc.relation.funderSuomen Akatemiafi
dc.relation.funderSuomen Akatemiafi
dc.relation.funderAcademy of Finlanden
dc.relation.funderAcademy of Finlanden
jyx.fundingprogramAkatemiahanke, SAfi
jyx.fundingprogramTutkijatohtori, SAfi
jyx.fundingprogramAcademy Project, AoFen
jyx.fundingprogramPostdoctoral Researcher, AoFen
jyx.fundinginformationThis 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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