Parental resources and the transition to junior high
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.
Journal of Research on Adolescence
Grolnick, Wendy S.; Kurowski, Carolyn O.; Dunlap, Kelly G.; and Hevey, Cheryl, "Parental resources and the transition to junior high" (2000). Psychology. 482.