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50 Years of ERIC
50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ639740
Record Type: CIJE
Publication Date: 2001
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0009-3920
Negotiating the Transition to Middle School: The Role of Self-Regulatory Processes.
Rudolph, Karen D.; Lambert, Sharon F.; Clark, Alyssa G.; Kurlakowsky, Kathryn D.
Child Development, v72 n3 p929-46 May-Jun 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, but were not associated with academic and emotional difficulties in adolescents who remained in a stable school environment. (Author/KB)
Descriptors: Academic Achievement, Beliefs, Early Adolescents, Emotional Adjustment, Individual Differences, Longitudinal Studies, Middle School Students, Middle Schools, Self Control, Student Adjustment, Student Attitudes
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A