Longitudinal study of individual, environmental and contextual factors predicting adaptation to the transition to lower secondary education (CROSBI ID 284945)
Prilog u časopisu | izvorni znanstveni rad | međunarodna recenzija
Podaci o odgovornosti
Marušić, Iris ; Kuterovac Jagodić, Gordana ; Erceg, Inja ; Šabić, Josip
engleski
Longitudinal study of individual, environmental and contextual factors predicting adaptation to the transition to lower secondary education
Transitions into higher educational levels are normative life events that challenge students' academic and socio-emotional development. This longitudinal study aims to examine outcomes of and determinants of students' adaptation to the transition from classroom (4th grade) to subject teaching (5th grade). The outcomes of adaptation were assessed by changes in students' GPA and learning self-efficacy from 4th to 5th grade as well as by the self- perceived adaptation. In addition, a number of individual, environmental and contextual determinants of the three adaptation outcomes were examined. Participants were 860 students aged 10–11 years from Zagreb, Croatia. They participated in data collection at the end of 4th grade, at the mid-term of 5th grade and at the end of 5th grade. The results showed that students' GPA and learning self-efficacy declined following transition, although they generally perceived their academic adaptation as successful. Several individual, environmental and contextual variables explained academic adaptation to transition operationalized as self-perceived adaptation, learning self-efficacy and GPA in 5th grade. The stage-environment fit model of educational transition was supported even when transition takes place within the same school building and class.
School transition ; Adaptation ; Longitudinal study
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Podaci o izdanju
83-84
2020.
101946
9
objavljeno
1041-6080
1873-3425
10.1016/j.lindif.2020.101946
Povezanost rada
Obrazovne znanosti, Psihologija