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
