The early transition to secondary school in Germany: effects on the level and relations of self-esteem.

Autor/in	Arens, A. Katrin
Titel	The early transition to secondary school in Germany: effects on the level and relations of self-esteem.
Quelle	Aus: Borders, Jude H. (Hrsg.): Handbook on the psychology of self-esteem. New York, NY: Nova Science Publ. (2014) S. 71-90Verfügbarkeit
Reihe	Psychology of emotions, motivations and actions
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
ISBN	1-63117-225-5; 978-1-63117-225-0
Schlagwörter	Empirische Untersuchung; Fragebogen; Vergleich; Selbstkonzept; Selbstwertgefühl; Schuljahr 04; Schuljahr 05; Schuljahr 06; Sekundarstufe I; Übergang; Schüler; Datenanalyse; Messung; Entwicklung; Deutschland
Abstract	This chapter focuses on students' self-esteem in the context of the transition to secondary school in Germany which already takes place after grade 4 and might thus be detached from puberty. The transition to secondary school could affect the mean level of self-esteem as well as its relations to domain-specific facets of self-concept. These issues were examined by comparing German 4th grade and 5th grade students. To gain insights into possible rebound effects, students attending grades 5 and 6 were also compared. Two self-esteem measures were applied in order to test the generalizability of the findings. For both measures, 4th grade students were found to display higher self-esteem mean levels than 5th grade students implying a negative impact of an early transition. As 5th grade students revealed higher self-esteem mean levels than 6th grade students, self-esteem seems also to suffer from an ongoing decline during adolescence. With regard to the relations of self-esteem to domain-specific self-concept facets, the self-esteem of students after transition tended to be more loosely related to academic self-concept than the self-esteem of students before transition. The chapter concludes with a discussion of the findings and suggestions for further research. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2014/3