Attachment to the mother and achievement goal orientations at the beginning of middle school: The mediating role of academic competence and anxiety

Maltais, Christine; Duchesne, Sophie; Ratelle, Catherine F.; Feng, Bei

doi:10.1016/j.lindif.2015.03.006

Cited by 25 publications

(25 citation statements)

References 76 publications

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“…Students generally found it easier to seek support from teachers at primary school, as teachers were perceived to be more open, approachable, and available, which is in line with previous research (Bru, Stornes, Munthe, & Thuen, ). Nonetheless, these findings are concerning, as children who perceive adults as available, open to communication (Maltais, Duchesne, Ratelle, & Feng, ) and more importantly involved in their school life show superior adjustment (Duchesne & Ratelle, ). For parents, re‐establishing supportive relationships with their child's secondary school was a significant concern (see Reconfiguration ) and can be exacerbated if they feel their child is not ready for secondary school or do not feel the school communicates well with them, which is consistent with previous research (Zeedyk et al ., ).…”

Section: Discussionmentioning

confidence: 99%

‘You're in this world now’: Students’, teachers’, and parents’ experiences of school transition and how they feel it can be improved

Bagnall

Skipper

Fox

2019

Brit J of Edu Psychol

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Background Primary–secondary school transition is a major life event for 11‐year‐old children in the United Kingdom and can also be a stressful period for parents and teachers. However, most research focuses on the impact of transition on children's academic performance and social well‐being and we have a limited understanding of their emotional experiences in the lead up to and during the transition, from the perspective of key stakeholders: students, parents, and teachers. Aims To explore transfer students’, parents’, and teachers’ experiences in the lead up to and over the transition period, and how they feel it could be improved. Sample The sample consisted of 45 year seven students, 8 year seven parents, 8 year seven teachers, and 8 year six teachers, recruited from five primary and five secondary schools. Method Students participated in face‐to‐face semi‐structured focus groups and adults in asynchronous online focus groups. Transcribed audio‐recordings were analysed using inductive thematic analysis. Results Students, parents, and teachers were shown to navigate a similar process over primary–secondary school transition. All talked about managing their own and others’ emotions, relationships, and expectations. These were shaped by shared communication across primary and secondary schools and between the stakeholders, and impacted by how good transition provision was seen to be. Conclusions There is a need to understand the transition period from the perspective of students, teachers, and parents, to improve school transition. This information will allow us to design emotional centred support interventions that reflect these lived experiences.

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Section: Discussionmentioning

confidence: 99%

‘You're in this world now’: Students’, teachers’, and parents’ experiences of school transition and how they feel it can be improved

Bagnall

Skipper

Fox

2019

Brit J of Edu Psychol

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“…Thus, individuals aged between 7 and 12 years were neglected in a sense. Very few studies focused on psychological status during this life span [34]. However, this period was demonstrated as a critical stage of attachment or rebellion [35], which bridges early childhood and early adolescents.…”

Section: Introductionmentioning

confidence: 99%

The alienation of affection toward parents and influential factors in Chinese left-behind children

Dai

Yang

et al. 2017

Eur. psychiatr.

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The current study develops a two-factor (communication and emotional distance) IAP, which offers a reliable tool to assess experienced alienation of affection toward parents in children aged between 8 and 19 years old. Our result is the first investigation of experienced alienation and potential influential factors in Chinese left-behind children. The findings that children with absent mother experience higher alienation toward parents, as well as three recognized risk factors for alienation of affection toward parents (poor communication with absent parents, worse left-behind condition, and psychosocial vulnerability), give valuable guidance for parents who intend to leave or who are already leaving as well as for government policymaking.

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“…Perceived competence refers to individuals’ subjective assessments of their abilities to perform well in a particular task; perceived academic competence is a specific subjective assessment of students’ own abilities in their studies (Bandura, 1986; Bouffard, Marcoux, Vezeau, & Bordeleau, 2003; Maltais, Duchesne, Ratelle, & Feng, 2015). According to self-determination theory (Ryan & Deci, 2017), perceived academic competence can be achieved via academic challenges, difficulties, and failure experiences (see also Skinner & Wellborn, 1994).…”

Section: The Mediating Role Of Perceived Academic Competencementioning

confidence: 99%

Chinese adolescents’ belief in a just world and academic resilience: The mediating role of perceived academic competence

Liu

Platow

2020

School Psychology International

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The current study examined the relationship between belief in a just world and self-reported academic resilience, and whether perceived academic competence mediated this relationship. Seven-hundred fifty-one students enrolled in a middle school and a high school (45.81% male, 15 to 16 years old) from two regions of China participated in this study. Structural equation modeling indicated that general belief in a just world was: (1) directly associated with academic resilience, and (2) indirectly associated with students’ academic resilience through perceived academic competence, after controlling for the effects of gender and socioeconomic status. This study provides insight into how broader social-ideological understandings of the world (e.g., belief in a just world) may guide individual self-construals (e.g., perceived academic competence) to affect individual persistence in the face of adversity (e.g., resilience). Implications and limitations of the current study are discussed.

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Attachment to the mother and achievement goal orientations at the beginning of middle school: The mediating role of academic competence and anxiety

Cited by 25 publications

References 76 publications

‘You're in this world now’: Students’, teachers’, and parents’ experiences of school transition and how they feel it can be improved

‘You're in this world now’: Students’, teachers’, and parents’ experiences of school transition and how they feel it can be improved

The alienation of affection toward parents and influential factors in Chinese left-behind children

Chinese adolescents’ belief in a just world and academic resilience: The mediating role of perceived academic competence

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