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Negotiating the Transition to Middle School: The Role of Self-Regulatory Processes.
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Rudolph, Karen D.; Lambert, Sharon F.; Clark, Alyssa G.; Kurlakowsky, Kathryn D. – Child Development, 2001
This longitudinal study examined role of maladaptive self-regulatory beliefs as vulnerability factors for academic and emotional difficulties during transition to middle school. Findings indicated that maladaptive self-regulatory beliefs predicted individual differences in perceived school-related stress and depressive symptoms during transition,…
Descriptors: Academic Achievement, Beliefs, Early Adolescents, Emotional Adjustment