The Impacts of Transition to Middle School on Student Cognitive, Non-Cognitive and Perceptual Developments: Evidence from China

Autor/inn/en	Anderson, Kathryn; Gong, Xue; Hong, Kai; Zhang, Xi
Titel	The Impacts of Transition to Middle School on Student Cognitive, Non-Cognitive and Perceptual Developments: Evidence from China
Quelle	In: Education Economics, 28 (2020) 4, S.384-402 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0964-5292
DOI	10.1080/09645292.2020.1749234
Schlagwörter	Student Adjustment; Middle School Students; Cognitive Development; Foreign Countries; Grade 6; Perceptual Development; Student Development; Social Adjustment; Academic Achievement; Student Placement; Gender Differences; China (Beijing) + Suchen Sie Ihr Suchwort? Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Kognitive Entwicklung; Ausland; School year 06; 6. Schuljahr; Schuljahr 06; Wahrnehmungsentwicklung; Soziale Anpassung; Schulleistung; Schülerpraktikum; Geschlechterkonflikt
Abstract	We examine the effect of the transition to a separate middle school after grade six on student cognitive, non-cognitive, and perceptual developments in China. We use an approach that combines inverse propensity score weighting and discrete factor approximation to address the endogeneity of the transition. We find that transitioning students report worse overall development in health, social adaptation and academic achievement and lower evaluation of the school than non-transitioning students. Transitioning students are also less likely to feel confident or popular among peers. The lower performance on the first exam in middle school only partly explains these observed transition effects. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01