Psychology

Parental resources and the transition to junior high

Document Type

Article

Abstract

This study examined whether maternal resources of involvement and autonomy support might buffer children against the negative effects of the transition to junior high. A diverse sample of 60 children, their mothers, and teachers participated. Three types of involvement (school, cognitive, and personal) and levels of autonomy support were assessed during both 6th and 7th grades. Children's motivational resources (perceived competence, control understanding, self-regulation) as well as outcomes of self-worth, grades, and adjustment were also assessed at the 2 time periods. Children whose mothers were higher in cognitive and personal involvement in 6th grade decreased less in perceived competence over the transition relative to those of mothers who were less involved. Children of more autonomy supportive mothers increased less in acting-out and learning problems. Changes in maternal resources were also predictive of changes in motivation and outcomes. The results suggest the importance of the home environment in children's coping with the transition to junior high. Copyright © 2000, Lawrence Erlbaum Associates, Inc.

Publication Title

Journal of Research on Adolescence

Publication Date

2000

Volume

10

Issue

4

First Page

465

Last Page

488

ISSN

1050-8392

DOI

10.1207/SJRA1004_05

Keywords

maternal involvement & autonomy support, children's motivational resources & self-worth & grades & adjustment to transition to junior high school, 6th graders & their mothers & teachers, 1-yr study

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