Abstract

ABSTRACT We assessed how children's self‐concepts of ability for mathematics, English, social, and physical skills activities, ratings of the importance of these activities, and general self‐esteem change across the transition to junior high school Three types of change were assessed change in mean levels, change in stability, and change in relationships Twice each year during the sixth and seventh grades, 1,450 children completed questionnaires Mean levels of children's self‐esteem were lowest immediately after the transition, but recovered during seventh grade Self‐concept of ability and importance ratings for math and sports activities showed linear declines Self‐concept of ability for social activities showed a cubic trend, but importance ratings for social activities declined in a linear fashion Children's self‐concepts of ability for math and English became less stable across the junior high transition, whereas beliefs about other activities and general self‐esteem were more stable in seventh grade

Keywords

PsychologySelf-esteemDevelopmental psychologySelf-conceptSocial changeTransition (genetics)Social psychology

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Publication Info

Year
1989
Type
article
Volume
57
Issue
2
Pages
283-310
Citations
487
Access
Closed

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Jacquelynne S. Eccles, Allan Wigfield, Constance A. Flanagan et al. (1989). Self‐Concepts, Domain Values, and Self‐Esteem: Relations and Changes at Early Adolescence. Journal of Personality , 57 (2) , 283-310. https://doi.org/10.1111/j.1467-6494.1989.tb00484.x

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DOI
10.1111/j.1467-6494.1989.tb00484.x