Emotional and Motivational Engagement at School Transition
A Qualitative Stage-Environment Fit Study
Bibliographic Data
| ID | 11670656 |
|---|---|
| Authors | Jennifer Symonds (0000-0002-5151-5448, University of Cambridge), Jennifer E Symonds (0000-0003-4259-6124, University of Cambridge, corresponding author), Linda Hargreaves (0000-0002-9498-8851, University of Cambridge) |
| Year | 2014 |
| Volume | 36 |
| Issue | 1 |
| Pages | 54-85 |
| Publication date | 2014-11-03 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The Journal of Early Adolescence (JOURNAL) |
| Journal identifiers | ISSN: 0272-4316 • E-ISSN: 1552-5449 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/0272431614556348 |
| OpenAlex | W2007962843 |
| Language | EN |
| Citations received | 28 |
| References cited | 43 |
Adolescents typically like school less after making age-graded school transitions. Stage-environment fit theory (Eccles & Midgley, 1989) attributes this to a mismatch between developmental needs and new school environments. Our in vivo study provides a basis for future quantitative designs by uncovering the most prevalent stage-environment interactions in adolescents’ descriptions about school. Across one school year, adolescents discussed their emotional and motivational engagement. Emotional engagement (i.e., liking) was mainly based on adolescents’ emotions interacting with their daily experiences of teachers, peers, and lessons. In comparison, motivational engagement (i.e., value) was attributed to distal interactions between the self-concept and school as a gateway to friendships and a career. Because unique stage-environment interactions occurred for each engagement type and adolescents felt simultaneously engaged and disengaged, we recommend finer grained analyses of measured engagement. Finally, we argue for discerning time periods of preparing for, encountering, and adapting to new environments in stage-environment fit models, in our proposed model of transition phase psychology
Developmental psychology · Gateway (web page · Mathematics education · Student engagement · Transition (genetics · Value (mathematics · Child and Adolescent Psychosocial and Emotional Development · Early Childhood Education and Development · Education, Achievement, and Giftedness · Psychology · Social Psychology
Systematic literature review of primary‒secondary transitions
Conceptualising Primary-Secondary School Transitions
Student and Parent Perspectives of the Transition From Primary to Secondary School for Students With Autism Spectrum Disorder
Cross-Regional Students’ Engagement and Teacher Relationships Across Online and In-School Learning
Self to Self-Management
Socioeconomic Disadvantage and Schoolwork Engagement in Adolescence
The development of students’ achievement emotions after transition to secondary school
Associations between school absences and peer relationships after transition to lower secondary school
Developmental trajectory of depressive symptoms among left‐behind adolescents
Through their eyes
The joint predictive roles of achievement task values and academic achievement on trajectories of school satisfaction among elementary school students
Integrating Blended Learning and Canva for the Development of Students’ ESL Reading Skills in the First Year of Secondary Education
Life satisfaction, relatedness, and study engagement in the upper secondary school transition
Aligning social support to youth’s developmental needs
Student Engagement in Adolescence
Learning in a Pandemic
Exploring and explaining changes in secondary students’ well-being at school
School alienation and students’ perceptions of teacher justice
Exploring the Pathways Through Which Teacher Support Predicts Changes in Students’ Academic Coping Across the School Year
A transition Odyssey
Students’ school-related well-being and parental involvement over time
Developmental trajectories of emotional disengagement from schoolwork and their longitudinal associations in England
The Development of Motivation and Amotivation to Study and Work across Age-Graded Transitions in Adolescence and Young Adulthood
A New School, a Fresh Start? Change and Stability in Peer Relationships and Academic Performance in the Transition from Primary to Secondary School
Urban Middle Schoolers’ Opportunities to Belong Predict Fluctuations in Their Engagement Across the School Day
Systemic vulnerability as a lens to explore young people’s experiences of transition from alternative provision settings to post-16 mainstream education
How School Socioeconomic Status Affects Achievement Growth across School Transitions in Early Educational Careers
Primary-secondary school transition under Covid-19
Handbook of Research on Student Engagement
Academic Emotions and Student Engagement
Boredom and academic achievement
Negative Effects of Traditional Middle Schools on Students' Motivation
The Dynamic Self-Concept
Continuities and Discontinuities in Cultural Conditioning
The Reciprocal Links Between School Engagement, Youth Problem Behaviors, and School Dropout During Adolescence
Academic Emotions in Students' Self-Regulated Learning and Achievement
School Engagement
Intrinsic Motivation and Self-Determination in Human Behavior
Ecology of the family as a context for human development
Identity
Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being
Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being
Mixed Methods Sampling
Navigating the Transition to Junior High School
Secondary School Transition and the Use of Different Sources of Information for the Construction of the Academic Self‐concept
Daps, Dykes and Five Mile Hikes
Adolescent Behavioral, Emotional, and Cognitive Engagement Trajectories in School and Their Differential Relations to Educational Success
Children's Competence Beliefs, Achievement Values, and General Self-Esteem
Student, Teacher, and Observer Perceptions of the Classroom Environment Before and after the Transition to Junior High School
An Ecological Perspective on the Transition to Kindergarten
The Importance of Gender as an Aspect of Identity at Key Transition Points in Compulsory Education
How can we enhance enjoyment of secondary school? The student view
School Disengagement as a Predictor of Dropout, Delinquency, and Problem Substance Use During Adolescence and Early Adulthood
What's Happening to the Boys
From Nerds to Normals
Phase-adequate engagement at the post-school transition
WITHDRAWN - Mixed Methods Sampling
The role of educational track in adolescents' school burnout
Adolescents' Stage-Environment Fit in Middle and High School
| Unique citing works | 28 |
|---|---|
| Citations per year | 2,8 |
| Citation span | 2016 - 2026 (11) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 28 |