Students' academic and emotional adjustment during the transition from primary to secondary school: A cross-lagged studyEngels, M. C., Pakarinen, E., Lerkkanen, M-K. & Verschueren, K., Oct-2019, In : Journal of School Psychology. 76, p. 140-158 19 p.
Research output: Contribution to journal › Article › Academic › peer-review
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.
|Number of pages||19|
|Journal||Journal of School Psychology|
|Publication status||Published - Oct-2019|
- Achievement, Behavioral engagement, Cognitive engagement, School transition, Student burnout, Teacher-student conflict, TYPICAL INTELLECTUAL ENGAGEMENT, TEACHER-CHILD RELATIONSHIPS, LONGITUDINAL ASSOCIATIONS, COGNITIVE ENGAGEMENT, DEPRESSIVE SYMPTOMS, SOCIAL SUPPORT, TASK-AVOIDANT, MIDDLE SCHOOL, BURNOUT, ACHIEVEMENT