Publication

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., Oct-2019, In : Journal of School Psychology. 76, p. 140-158 19 p.

Research output: Contribution to journalArticleAcademicpeer-review

APA

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

Author

Engels, Maaike C. ; Pakarinen, Eija ; Lerkkanen, Marja-Kristiina ; Verschueren, Karine. / Students' academic and emotional adjustment during the transition from primary to secondary school : A cross-lagged study. In: Journal of School Psychology. 2019 ; Vol. 76. pp. 140-158.

Harvard

Engels, MC, 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, vol. 76, pp. 140-158. https://doi.org/10.1016/j.jsp.2019.07.012

Standard

Students' academic and emotional adjustment during the transition from primary to secondary school : A cross-lagged study. / Engels, Maaike C.; Pakarinen, Eija; Lerkkanen, Marja-Kristiina; Verschueren, Karine.

In: Journal of School Psychology, Vol. 76, 10.2019, p. 140-158.

Research output: Contribution to journalArticleAcademicpeer-review

Vancouver

Engels MC, Pakarinen E, Lerkkanen M-K, Verschueren K. Students' academic and emotional adjustment during the transition from primary to secondary school: A cross-lagged study. Journal of School Psychology. 2019 Oct;76:140-158. https://doi.org/10.1016/j.jsp.2019.07.012


BibTeX

@article{e1feefdd86c74f6c9ba1eb7e78e1f682,
title = "Students' academic and emotional adjustment during the transition from primary to secondary school: A cross-lagged study",
abstract = "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.",
keywords = "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",
author = "Engels, {Maaike C.} and Eija Pakarinen and Marja-Kristiina Lerkkanen and Karine Verschueren",
year = "2019",
month = "10",
doi = "10.1016/j.jsp.2019.07.012",
language = "English",
volume = "76",
pages = "140--158",
journal = "Journal of School Psychology",
issn = "0022-4405",
publisher = "PERGAMON-ELSEVIER SCIENCE LTD",

}

RIS

TY - JOUR

T1 - Students' academic and emotional adjustment during the transition from primary to secondary school

T2 - A cross-lagged study

AU - Engels, Maaike C.

AU - Pakarinen, Eija

AU - Lerkkanen, Marja-Kristiina

AU - Verschueren, Karine

PY - 2019/10

Y1 - 2019/10

N2 - 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.

AB - 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.

KW - Achievement

KW - Behavioral engagement

KW - Cognitive engagement

KW - School transition

KW - Student burnout

KW - Teacher-student conflict

KW - TYPICAL INTELLECTUAL ENGAGEMENT

KW - TEACHER-CHILD RELATIONSHIPS

KW - LONGITUDINAL ASSOCIATIONS

KW - COGNITIVE ENGAGEMENT

KW - DEPRESSIVE SYMPTOMS

KW - SOCIAL SUPPORT

KW - TASK-AVOIDANT

KW - MIDDLE SCHOOL

KW - BURNOUT

KW - ACHIEVEMENT

U2 - 10.1016/j.jsp.2019.07.012

DO - 10.1016/j.jsp.2019.07.012

M3 - Article

VL - 76

SP - 140

EP - 158

JO - Journal of School Psychology

JF - Journal of School Psychology

SN - 0022-4405

ER -

ID: 118182408