Change and Stability in Children’s Social Network and Self-Perceptions during Transition from Elementary to Junior High School

Change and Stability in Children’s Social Network and Self-Perceptions during Transition from Elementary to Junior High School

Change and Stability in Children’s Social Network and Self-Perceptions during Transition from Elementary to Junior High School

Change and Stability in Children’s Social Network and Self-Perceptions during Transition from Elementary to Junior High Schools

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Référence bibliographique [4393]

Cantin, Stéphane et Boivin, Michel. 2004. «Change and Stability in Children’s Social Network and Self-Perceptions during Transition from Elementary to Junior High School ». International Journal of Behavioral Development, vol. 28, no 6, p. 561-570.

Fiche synthèse

1. Objectifs


Intentions :
« This study was aimed at examining the changes in children’s social network and self-perceptions over a 2-year period during their transition to JHS [Junior High School]. » (p. 563)

Questions/Hypothèses :
« Based on Wigfield and colleagues’ (1991) findings, the pattern of changes in children’s self-esteem is expected to be similar to changes in social self-perceptions, with a more progressive decline for perceived scholastic competence expected over the years. » (p. 563)

2. Méthode


Échantillon/Matériau :
200 préadolescents (104 filles et 96 garçons) de sixième année, fréquentant dix écoles primaires de la région de Québec.

Instruments :
- Self-Perception Profile for Children (Harter, 1985);
- Children’s social support network : entrevues individuelles de 40 minutes à domicile, administrées à quatre reprises.

Type de traitement des données :
Analyse statistique

3. Résumé


« Despite a slight decrease in the size of children’s social network after the transition, the passage into JHS had no negative impact on the quality and functional aspects of their relationships with parents and school friends. The school transition was instead associated with an intensification of supportive relationships with school friends. Children’s perceived social acceptance also increased suddenly after the JHS transition, while children’s perceived scholastic competence decreased simultaneously during that time. Children’s general self-esteem was then observed to decline progressively over a longer period of time. » (p. 561)