Perceptions of competence, control, and belongingness over the transition to high school: A mixed-method study

Wentzel, Kathryn R.; Tomback, Robert M.; Williams, Alexis; McNeish, Daniel

doi:10.1016/j.cedpsych.2018.11.005

Cited by 11 publications

(5 citation statements)

References 61 publications

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“…This would allow for greater consideration of the potentially reciprocal influences between these two aspects of students’ selves and the dynamic college experiences that help students make meaning of their fit with their colleges. Additionally, researchers might also consider measuring these characteristics even earlier in students’ school trajectory, perhaps in the transition to high school as done by Wentzel et al [ 70 ]. This would allow future research to capture a more complete understanding of students’ felt belonging across their education.…”

Section: Discussionmentioning

confidence: 99%

Who feels like they belong? Personality and belonging in college

Stubblebine,

Gopalan,

Brady

2024

PLoS ONE

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Having a secure sense of belonging at school supports students’ academic achievement and well-being. However, little research has examined how students’ personalities relate to their feelings of school belonging. We address this gap in the literature by leveraging data from a large sample of first-year college students (N = 4,753) from a diverse set of North American colleges and universities (N = 12). We found that both extraversion and agreeableness were positively associated with belonging, while neuroticism was negatively associated with belonging. In an exploratory analysis, we examined differences between large and small schools. Students who were more extraverted, less neurotic, and less open were more likely to attend large schools. Additionally, the association between extraversion and belonging was stronger for students at large schools. These findings advance our understanding of who comes to feel like they belong at college and how school context may influence these relationships. We emphasize the need for continued research on the relationship between personality and belonging. Additionally, we highlight the implications of these results for higher education institutions.

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Section: Discussionmentioning

confidence: 99%

Who feels like they belong? Personality and belonging in college

Stubblebine,

Gopalan,

Brady

2024

PLoS ONE

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“…school belonging/connectedness) (n = 9), and loneliness (n = 2). Most of the articles within our review measured these factors rather than emotional wellbeing, using a standardized measure, such as the Weinberger Adjustment Inventory-Short Form (Weinberger, 1997) used by Wentzela et al (2019), or more general measures of emotional wellbeing, such as the Strengths and Difficulties Questionnaire (SDQ) (Goodman, 2001) or Quality of Life measures (Ravens-Sieberer et al 2007). This is a limitation of primary-secondary school transitions research, and highlights a gap in the development of a scale, which explicitly measures emotional wellbeing, and taps into these factors in this context.…”

Section: Factors Related To Emotional Wellbeingmentioning

confidence: 99%

“…Very short scales can also compromise the reliability of measures (Raykov, 2008), specifically the Cronbach's alpha if too many items are removed. This is likely to be the case for the studies that used less than three items for a measure such as Waters et al (2012) who used one item from the School Transition Questionnaire (Akos, 2002), Wentzela et al (2019) who used the three item wellbeing subscale of the Weinberger Adjustment Inventory: Short Form (Weinberger, 1997) and Witherspoon et al (2011) who used three items from the School Belonging measure (Battistich & Hom, 1997). In this context, future researchers should prioritize scales with enough items to keep the alpha within the acceptable range.…”

Section: Average Number Of Itemsmentioning

confidence: 99%

Child Self-Report Measures of Primary-Secondary Transition Experiences and Emotional Wellbeing: An International Systematic Literature Review

Bagnall¹,

Jindal‐Snape²

2023

International Journal of Educational and Life Transitions

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A systematic literature review of international empirical research was conducted to examine what child self-report measures have been used to assess their primarysecondary school transitions experiences and/or emotional wellbeing. The systematic review covered the period 01/2008 and 03/2021 with the aim of (a) understanding authors' conceptualisation of primary-secondary school transitions and emotional wellbeing, and (b) systematically reviewing transitions and emotional wellbeing scales used in primary-secondary transitions research.Using the EPPI-Centre (2010) method, after a rigorous screening of 4,518 records, 60 articles were included based on the study's inclusion/exclusion criteria. Synthesis of the findings identified that the corpus of measures used to date to assess primarysecondary school transitions and/or emotional wellbeing have the following key limitations: 1. do not take into account the longitudinal and dynamic nature of primary-secondary school transitions and emotional wellbeing, 2. use negative terminology, 3. use inaccessible formats (e.g. broad number of items), 4. do not assess both transitions and emotional wellbeing in a single scale, 5. inconsistent reliability and validity assessment (especially when measures are adapted) and 6. key constructs (transitions and emotional wellbeing) are not conceptualised and/or theoretically defined. Lack of understanding of these limitations could negatively impact transitions research, and lead to policies and practices that are not fit for purpose, in turn having a negative impact on children's emotional wellbeing. This is the first systematic literature review to focus on the use of emotion wellbeing scales in the context of primary-secondary transitions and concludes with several original and significant implications for future research, policy and practice.

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“…The aim of the current study is to explore a model (see Figure 1) explaining the relation between domain‐specific perfectionism and internalizing symptoms using elements of the expectancy–value theory model. In particular, we examine perfectionism in the academic, social, and physical appearance domains in freshman high school students, as these areas are critical concerns during the transition to high school (Wentzel et al, 2019), and this transition marks significant changes in perceived competence in each of these areas (Cole et al, 2001). In this model, we examine whether the perceived importance of the domain (i.e., task value) moderates the relation between perfectionism and internalizing symptoms, and whether perceived domain competence moderates the moderation effect.…”

Section: Introductionmentioning

confidence: 99%

Expectancy–value theory as a framework to understand the relation between domain‐specific perfectionism and internalizing symptoms in freshman high school students

Koerten

Dubow

2020

Psychology in the Schools

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This study explored how domain‐specific perfectionism (academic, social, physical appearance) among high school freshmen relates to internalizing symptoms using critical elements of expectancy–value theory (i.e., domain value and competence) as moderators. Results indicate that perfectionism across all domains was positively and significantly related to internalizing symptoms. Within the social domain, social value was a significant moderator of the relation between perfectionism and internalizing symptoms, and perceived social competence was a significant moderator of that moderation effect (i.e., at higher levels of social value and lower levels of perceived social competence, the relation between perfectionism and internalizing symptoms was the strongest). These findings provide support for the use of the expectancy–value model to predict mental health symptoms in the social domain and suggest the importance of addressing domain‐specific perfectionism in the schools.

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Perceptions of competence, control, and belongingness over the transition to high school: A mixed-method study

Cited by 11 publications

References 61 publications

Who feels like they belong? Personality and belonging in college

Who feels like they belong? Personality and belonging in college

Child Self-Report Measures of Primary-Secondary Transition Experiences and Emotional Wellbeing: An International Systematic Literature Review

Expectancy–value theory as a framework to understand the relation between domain‐specific perfectionism and internalizing symptoms in freshman high school students

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