Worries about Middle School Transition and Subsequent Adjustment: The Moderating Role of Classroom Goal Structure

Autor/inn/en	Duchesne, Stephane; Ratelle, Catherine F.; Roy, Amelie
Titel	Worries about Middle School Transition and Subsequent Adjustment: The Moderating Role of Classroom Goal Structure
Quelle	In: Journal of Early Adolescence, 32 (2012) 5, S.681-710 (30 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-4316
DOI	10.1177/0272431611419506
Schlagwörter	Profiles; Goal Orientation; Social Adjustment; Probability; Student Adjustment; Grade 6; Grade 7; Grade 8; Student Attitudes; Longitudinal Studies; Middle School Students; Emotional Adjustment; Mastery Learning; Anxiety; Language Arts; Academic Achievement; Peer Relationship; Teacher Student Relationship; Statistical Analysis + Suchen Sie Ihr Suchwort? Charakterisierung; Profilanalyse; Zielorientierung; Zielvorstellung; Soziale Anpassung; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Schülerverhalten; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Emotionale Anpassung; Angst; Sprachkultur; Schulleistung; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; Statistische Analyse
Abstract	This longitudinal study had three objectives: (a) to identify different profiles of second-year middle school students (Grade 8) in terms of academic, emotional, and social adjustment; (b) to test the contribution of worries at the end of Grade 6 to distinguish these profiles; and (c) to examine the moderating effect of mastery (MG) and performance goal (PG) structures in language arts class (Grade 7). A total of 342 mother-adolescent dyads participated in the study. Cluster analyses revealed three adjustment profiles: a well-adjusted group (WA), a socioemotionally adjusted group (SEA), and a socially adjusted group (SA). Hierarchical multinomial regression analyses showed that students who expressed worries had a lower probability of being in the WA. However, students who had a teacher who emphasized MG had a greater probability of being in the WA. Finally, worries about peers and teachers lowered the probability of being in the WA for students exposed to PG. Results are discussed in light of their implications for the literature on student adjustment, the elementary-to-middle school transition, and classroom goal structure. (Contains 2 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10