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EJ639740 PS532424

Title: Negotiating the Transition to Middle School: The Role of Self-Regulatory Processes.
Author(s): Rudolph, Karen D.; Lambert, Sharon F.; Clark, Alyssa G.; Kurlakowsky, Kathryn D.
Source: Child Development, v72 n3 p929-46 May-Jun 2001
Publication Date: 2001
ISSN: 0009-3920
Language: English
Document Type: Journal articles (080); Reports--Research (143)
Journal Announcement: CIJJUN2002

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