Académico de Torres Vedras, Travessa do Quebra-Costas, 9, 2560-703, Torres Vedras, Portugal.
Psychology for Positive Development Research Center, Universidade Lusíada Norte, Rua Lopo de Carvalho, 67, 4369-006, Porto, Portugal.
J Youth Adolesc. 2020 Sep;49(9):1793-1804. doi: 10.1007/s10964-020-01245-7. Epub 2020 Apr 30.
Understanding which environmental factors influence the trajectory of self-concept and self-esteem during middle school transition may help schools better support students during this period. This short longitudinal study examined the influence of students' perceptions of school climate upon the trajectory of students' self-concept and self-esteem during middle school transition. Students in 25 classes from four schools (N = 404; M = 9.40, SD = 0.67) completed self-report measures of self-concept and self-esteem at four time points: twice before (fourth grade) and twice after middle school transition (fifth grade). The results showed that students with more positive perceptions of school climate in the beginning of fifth grade displayed more positive trajectories in self-concept and self-esteem. Students from larger fourth grade classes had more positive trajectories of social self-concept compared to those from smaller classes. The findings highlight the importance of school climate in the development of self-concept and self-esteem during middle school transition.
了解哪些环境因素会影响中学生过渡时期的自我概念和自尊轨迹，可能有助于学校在这一时期更好地为学生提供支持。本短期纵向研究考察了学生对学校氛围的感知对中学生过渡时期学生自我概念和自尊轨迹的影响。来自四所学校的 25 个班级的 404 名学生（M=9.40，SD=0.67）在四个时间点完成了自我概念和自尊的自我报告测量：两次在（四年级）之前和两次在中学过渡之后（五年级）。结果表明，在五年级开始时对学校氛围有更积极看法的学生，自我概念和自尊的发展轨迹更为积极。与小班学生相比，来自较大四年级班级的学生的社会自我概念发展轨迹更为积极。研究结果强调了学校氛围在中学生过渡时期自我概念和自尊发展中的重要性。
