An investigation of the effects of transition from elementary school to junior high school on early adolescents\u27 self-esteem and perceived competence

The purpose of this study was to examine the effects of transition from elementary school to junior high school on early adolescents\u27 self-esteem and perceived competence. Specifically, this study was concerned with (a) whether there was any change in children\u27s self-esteem and/or perceived competence following the transition and (b) whether any change in self-esteem and/or perceived competence was related to the children\u27s gender and/or ability level. This study involved 112 children who moved from sixth grade in four K-6 elementary schools to seventh grade in a junior high school comprised of seventh, eight, and ninth grades. Self-esteem and perceived competence were examined both prior to and following the transition into the junior high school using three scale instruments. Both immediate and short-term reactions to the transition were examined. The vast majority of children were found to have either maintained or increased their level of self-esteem across the transition. One measure of self-esteem indicated that males gained more than females and the high average group gained more than the superior group. With respect to perceived competence, the vast majority of children either maintained or experienced an increase in their social and physical competence. Females were found to have gained more in physical competence than males. Cognitive competence remained unchanged across the transition. It was concluded that, in general, children\u27s perceptions of their self-esteem and perceived competence are unaffected by the transition from elementary school to junior high school during early adolescence