Eccles J S, Wigfield A, Flanagan C A, Miller C, Reuman D A, Yee D
Institute for Social Research, University of Michigan, Ann Arbor 48106.
J Pers. 1989 Jun;57(2):283-310. doi: 10.1111/j.1467-6494.1989.tb00484.x.
We assessed how children's self-concepts of ability for mathematics, English, social, and physical skills activities, ratings of the importance of these activities, and general self-esteem change across the transition to junior high school. Three types of change were assessed: change in mean levels, change in stability, and change in relationships. Twice each year during the sixth and seventh grades, 1,450 children completed questionnaires. Mean levels of children's self-esteem were lowest immediately after the transition, but recovered during seventh grade. Self-concept of ability and importance ratings for math and sports activities showed linear declines. Self-concept of ability for social activities showed a cubic trend, but importance ratings for social activities declined in a linear fashion. Children's self-concepts of ability for math and English became less stable across the junior high transition, whereas beliefs about other activities and general self-esteem were more stable in seventh grade.
我们评估了儿童在向初中过渡期间，其在数学、英语、社交和体育技能活动方面的能力自我概念、这些活动重要性的评级以及总体自尊是如何变化的。评估了三种类型的变化：平均水平的变化、稳定性的变化以及关系的变化。在六年级和七年级期间，每年对1450名儿童进行两次问卷调查。儿童自尊的平均水平在过渡后立即最低，但在七年级时有所恢复。数学和体育活动的能力自我概念和重要性评级呈线性下降。社交活动的能力自我概念呈三次趋势，但社交活动的重要性评级呈线性下降。在初中过渡期间，儿童在数学和英语方面的能力自我概念变得不那么稳定，而对其他活动的信念和总体自尊在七年级时更稳定。
