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Educational Psychology
An International Journal of Experimental Educational Psychology
Volume 22, 2002 - Issue 2
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Original Articles

Domain-specific Self-concept and Achievement Motivation in the Transition from Primary to Low Middle School

Mirella Zanobini
&
M. Carmen Usai
Pages 203-217 | Published online: 02 Jul 2010

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Pina Filippello, Caterina Buzzai, Giovanna Messina, Antonina Viviana Mafodda & Luana Sorrenti. (2020) School Refusal in Students with Low Academic Performances and Specific Learning Disorder. The Role of Self-Esteem and Perceived Parental Psychological Control. International Journal of Disability, Development and Education 67:6, pages 592-607.
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Clara O’Byrne & Orla T. Muldoon. (2018) Changes in domain specific self-perception amongst young people with intellectual disability: a longitudinal study. European Journal of Special Needs Education 33:1, pages 59-72.
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DorothyL. Espelage, Jun Sung Hong, MrinaliniA. Rao & Sabina Low. (2013) Associations Between Peer Victimization and Academic Performance. Theory Into Practice 52:4, pages 233-240.
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Audra K. Parker. (2010) A Longitudinal Investigation of Young Adolescents’ Self-Concepts in the Middle Grades. RMLE Online 33:10, pages 1-13.
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AudraK. Parker & Stacey Neuharth-Pritchett. (2009) Calming Rough Waters: Teacher Strategies for Smoothing the Transition to Middle School. Childhood Education 86:1, pages 20-26.
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Eva Van de gaer, Bieke De Fraine, Heidi Pustjens, Jan Van Damme, Agnes De Munter & Patrick Onghena. (2009) School effects on the development of motivation toward learning tasks and the development of academic self-concept in secondary education: a multivariate latent growth curve approach. School Effectiveness and School Improvement 20:2, pages 235-253.
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AudraK. Parker. (2009) Elementary Organizational Structures and Young Adolescents' Self-Concept and Classroom Environment Perceptions Across the Transition to Middle School. Journal of Research in Childhood Education 23:3, pages 325-339.
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Mei-Shiu Chiu. (2008) Achievements and self-concepts in a comparison of math and science: exploring the internal/external frame of reference model across 28 countries. Educational Research and Evaluation 14:3, pages 235-254.
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Marie Vanlede, ToddD. Little & NoelA. Card. (2006) Action-control beliefs and behaviors as predictors of change in adjustment across the transition to middle school. Anxiety, Stress, & Coping 19:2, pages 111-127.
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Articles from other publishers (35)

Alicia Ramos & Karine Verschueren. (2024) Math self-concept in the transition to secondary school: Developmental trends, predictors, and educational implications among high-ability and average-ability students. Journal of School Psychology 103, pages 101268.
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Maria Lidia Mascia, Giulia Langiu, Natale Salvatore Bonfiglio, Maria Pietronilla Penna & Stefania Cataudella. (2023) Challenges of Preadolescence in the School Context: A Systematic Review of Protective/Risk Factors and Intervention Programmes. Education Sciences 13:2, pages 130.
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Leah J. Brassard & Nancy L. Kocovski. (2022) Impact of Social Anxiety and Type of Stressor on Levels of Self-compassion. Mindfulness 13:6, pages 1565-1576.
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Colin Foster, Simon Woodhead, Craig Barton & Alison Clark-Wilson. (2021) School students’ confidence when answering diagnostic questions online. Educational Studies in Mathematics 109:3, pages 491-521.
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Huimin Wu, Yiqun Guo, Yingkai Yang, Le Zhao & Cheng Guo. (2021) A Meta-analysis of the Longitudinal Relationship Between Academic Self-Concept and Academic Achievement. Educational Psychology Review 33:4, pages 1749-1778.
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Ana Uka & Arban Uka. (2020) The Effect of Students’ Experience with the Transition from Primary to Secondary School on Self-Regulated Learning and Motivation. Sustainability 12:20, pages 8519.
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Samira Syal & Minna Torppa. (2019) Task‐avoidant behaviour and dyslexia: A follow‐up from Grade 2 to age 20. Dyslexia 25:4, pages 374-389.
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Valentina Tobia, Andrea Greco, Patrizia Steca & Gian Marco Marzocchi. (2018) Children’s Wellbeing at School: A Multi-dimensional and Multi-informant Approach. Journal of Happiness Studies 20:3, pages 841-861.
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R. van der Cruijsen, S. Peters, L.P.E. van der Aar & E.A. Crone. (2018) The neural signature of self-concept development in adolescence: The role of domain and valence distinctions. Developmental Cognitive Neuroscience 30, pages 1-12.
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Edite Mendes Santos & Francisco Peixoto. (2017) Impacto da transição de ciclo no autoconceito, autoestima e motivação. Revista de Estudios e Investigación en Psicología y Educación, pages 245-249.
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Vitor Alexandre Coelho, Marta Marchante & Shane R. Jimerson. (2016) Promoting a Positive Middle School Transition: A Randomized-Controlled Treatment Study Examining Self-Concept and Self-Esteem. Journal of Youth and Adolescence 46:3, pages 558-569.
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Julie Girard Lapointe & Sylvie Normandeau. (2017) Effet du Projet TRANSITION sur le rendement scolaire des jeunes ayant un trouble déficit de l’attention avec ou sans hyperactivité. Revue de psychoéducation 46:1, pages 99-116.
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Claudio Longobardi, Laura E. Prino, Davide Marengo & Michele Settanni. (2016) Student-Teacher Relationships As a Protective Factor for School Adjustment during the Transition from Middle to High School. Frontiers in Psychology 7.
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Jacob Hibel, Daphne M. Penn & R. C. Morris. 2016. Education and Youth Today. Education and Youth Today 31 63 .
Karen E. Clayton & Akane Zusho. (2015) A cultural heuristic approach to the study of J amaican undergraduate students' achievement motivation . British Journal of Educational Psychology 86:1, pages 8-36.
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Krisztian Jozsa, Jun Wang, Karen Caplovitz Barrett & George A. Morgan. (2014) Age and Cultural Differences in Self-Perceptions of Mastery Motivation and Competence in American, Chinese, and Hungarian School Age Children. Child Development Research 2014, pages 1-16.
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Krisztian Jozsa & George A. Morgan. (2014) Developmental changes in cognitive persistence and academic achievement between grade 4 and grade 8. European Journal of Psychology of Education 29:3, pages 521-535.
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Krisztián Józsa, Margit Fazekasné Fenyvesi, Beáta Szenczi & Ákosné Szabó. (2014) Development of word reading, reading comprehension and reading motivation among typically developing children and children with mild intellectual disabilities. Magyar Pszichológiai Szemle 69:1, pages 181-204.
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Jennifer E. Symonds & Maurice Galton. (2014) Moving to the next school at age 10–14 years: an international review of psychological development at school transition. Review of Education 2:1, pages 1-27.
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Eric G. Poitras & Susanne P. Lajoie. (2013) A domain-specific account of self-regulated learning: the cognitive and metacognitive activities involved in learning through historical inquiry. Metacognition and Learning 8:3, pages 213-234.
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Sara Scholtens, Ann‐Margret Rydell & Fan Yang‐Wallentin. (2013) ADHD symptoms, academic achievement, self‐perception of academic competence and future orientation: A longitudinal study . Scandinavian Journal of Psychology 54:3, pages 205-212.
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Elias Ali & Ronald H. Heck. (2012) Comparing the Contexts of Middle-Grade Schools, Their Instructional Practices, and Their Outcomes. NASSP Bulletin 96:2, pages 93-118.
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윤지영 & 김태영. (2012) The influence of parental expectation types and students’ English learning motivation on Korean students’ English achievement. English Language Teaching 24:1, pages 211-233.
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Keith Topping. (2011) Primary–secondary transition: Differences between teachers’ and children’s perceptions. Improving Schools 14:3, pages 268-285.
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Chiungjung Huang. (2011) Self-concept and academic achievement: A meta-analysis of longitudinal relations. Journal of School Psychology 49:5, pages 505-528.
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윤채영 & Jungsub Kim. (2010) The Effects of Preventive Learning Consultation with 7th graders on Academic Motivation. SECONDARY EDUCATION RESEARCH 58:3, pages 381-408.
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Jeffrey A. Rosen, Elizabeth J. Glennie, Ben W. Dalton, Jean M. Lennon & Robert N. BozickJeffrey A. Rosen. 2010. Noncognitive Skills in the Classroom: New Perspectives on Educational Research. Noncognitive Skills in the Classroom: New Perspectives on Educational Research 117 144 .
Jeffrey A. Rosen, Elizabeth J. Glennie, Ben W. Dalton, Jean M. Lennon & Robert N. BozickBen W. Dalton. 2010. Noncognitive Skills in the Classroom: New Perspectives on Educational Research. Noncognitive Skills in the Classroom: New Perspectives on Educational Research 11 .
Christi Bergin & David Bergin. (2009) Attachment in the Classroom. Educational Psychology Review 21:2, pages 141-170.
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Cynthia Barroso Okano & Sonia Regina Loureiro. (2008) Suporte psicopedagógico na escola: estudo de seguimento com escolares. Psicologia: Teoria e Pesquisa 24:3, pages 287-294.
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D. Jindal-Snape & D. J. Miller. (2008) A Challenge of Living? Understanding the Psycho-social Processes of the Child During Primary-secondary Transition Through Resilience and Self-esteem Theories. Educational Psychology Review 20:3, pages 217-236.
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Konstantinos A. Sdrolias & Triandafillos A. Triandafillidis. (2007) The transition to secondary school geometry: can there be a “chain of school mathematics”?. Educational Studies in Mathematics 67:2, pages 159-169.
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Stefanie van Ophuysen. (2008) Zur Veränderung der Schulfreude von Klasse 4 bis 7. Zeitschrift für Pädagogische Psychologie 22:34, pages 293-306.
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Bieke De Fraine, Jan Van Damme & Patrick Onghena. (2007) A longitudinal analysis of gender differences in academic self-concept and language achievement: A multivariate multilevel latent growth approach. Contemporary Educational Psychology 32:1, pages 132-150.
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Peter R. Wright. (2006) Drama Education and Development of Self: Myth or Reality?. Social Psychology of Education 9:1, pages 43-65.
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