The Transition from Primary School to Secondary School as a Psychological Problem

Tsukerman, G. A.

doi:10.2753/res1060-9393450531

Cited by 2 publications

(2 citation statements)

References 2 publications

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“…-extended elementary education; -longitudinal study by G. A. Tsukerman (TSUKERMAN;VENGER, 2015); -study of the age-related abilities of adolescents in the process of studying subjects of natural scientific cycle and mathematics in grades 5-9.…”

Section: Adolescent School Of Developing Educationmentioning

confidence: 99%

New Projects of Developing Education

Vorontsov

Lvovskiy²

2022

EDUC

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The article presents the existing practices of the developing education, which are imple-mented in educational institutions of the Russian Federation in the period from 1998 to the present day, taking into account modern trends and challenges to the world educa-tion: individualization and personalization; digitalization, networking, collaboration (coop-eration, team work); interdisciplinarity in the content; meta competence as a result of edu-cation; smart learning in the era of the information society with the availability of commu-nication technologies and team work; gamification as an introduction to learning educa-tional games, etc. To all these challenges and trends of the modern reality, the educa-tional system of D.B. Elkonin- V.V. Davydov has its own "answers" through certain prac-tices that are realized in the network of classes and schools of the developing education of the Russian Federation. In addition, new projects that can be viewed as a resource of the development of the domestic educational system are described

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Section: Adolescent School Of Developing Educationmentioning

confidence: 99%

New Projects of Developing Education

Vorontsov

Lvovskiy²

2022

EDUC

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“…From the perspective of children adaptation, two most complicated critical periods are distinguished: the beginning of instruction in the first grade and the transition from primary to secondary school in the fifth grade. In this regard, the adaptation of fifth graders is considerably less studied [20]. Nevertheless, the demand for such studies in Russia has increased due to the tendency to separate the primary from the secondary school.…”

Section: Introductionmentioning

confidence: 99%

School Adjustment Problems of Fifth Graders As a Risk Factor in Learning Difficulties

Пермякова¹

2018

KLS

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In recent years, there has been a tendency in Russia to separate primary school from secondary one; gymnasiums and lyceums where children are recruited in the fifth grade through a competitive examination start operating. Despite the fact that such schools enroll children from prosperous families who perform well at school, some of them start experiencing learning difficulties resulting in dramatic decrease in academicperformance, behavioral problems, and health deterioration. One of the risk factors for these problems is the difficulties of adjusting to a new school, conditioned by agespecific psychological and physiological conditions of fifth graders and pedagogical factors. The purpose of this study is to increase awareness of fifth graders school adaptation, collect empirical data, by examining the relationship between its variouscomponents, as well as self-esteem. The present study explored 144 fifth graders aged 10-11 (74 boys and 70 girls) and their 6 class tutors (homeroom teachers). Measures: School Anxiety Questionnaire (B.N. Phillips), expert evaluation, «Sociometry» ( J.L. Moreno), self-esteem methodology called «Ladders». The results of the study into academic, social and psychological aspects of fifth graders School adjustment showed that the period of adaptation is characterized by decreased academic performance compared to the fourth grade while a third of the subjects lacked interest in studying. 39 % of fifth graders showed a low sociometric status.More than half of the students (55 %) are dissatisfied with their relationships with their classmates. An increased level of school anxiety is typical for 25% of fifth-graders. The main causes of school anxiety are fear of self-expression, problems with the teacher, fear of not meeting the expectations of others. Factor analysis proved a three-fold structure of school adaptation. The correlation analysis showed that academic adaptation is related to all components of school adaptation, whereas social and psychological components are not linked.55 % of fifth-graders have low or poor self-esteem. They are most dissatisfied with their lack of authority among their classmates and their appearance. Factor analysis demonstrated that the self-esteem of fifth graders in the period of adaptation to secondary school is more connected to the indicators of the social component ofadaptation. Teachers adequately evaluate only student performance and behavior, but not their sociometric status, school anxiety, and interest in learning. This complicates the identification of the problem and timely assistance to the fifth graders with difficulties in social and psychological adaptation. Keywords: school adaptation, learning difficulty, fifth-graders, self-esteem, school anxiety, sociometry

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The Transition from Primary School to Secondary School as a Psychological Problem

Cited by 2 publications

References 2 publications

New Projects of Developing Education

New Projects of Developing Education

School Adjustment Problems of Fifth Graders As a Risk Factor in Learning Difficulties

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