Self-concepts, domain values, and self-esteem: relations and changes at early adolescence
J S Eccles1, A Wigfield, C A Flanagan
1Institute for Social Research, University of Michigan, Ann Arbor 48106.
Journal of Personality
|June 1, 1989
Summary
Children
Area of Science:
- Educational Psychology
- Developmental Psychology
- Child Development
Background:
- Transition to junior high school impacts children's self-perceptions.
- Understanding changes in self-concept and self-esteem is crucial during this period.
Purpose of the Study:
- To examine changes in children's self-concepts of ability and activity importance across the junior high transition.
- To assess shifts in general self-esteem, including changes in mean levels, stability, and relationships between constructs.
Main Methods:
- Longitudinal study tracking 1,450 children across sixth and seventh grades.
- Data collected twice annually via questionnaires assessing self-concept, importance ratings, and self-esteem.
Main Results:
- General self-esteem initially decreased post-transition but recovered during seventh grade.
- Self-concept and importance ratings for math and sports activities showed linear declines.
- Self-concept for social activities exhibited a cubic trend, while its importance rating declined linearly.
- Self-concept stability for math and English decreased, unlike other activities and general self-esteem.
Conclusions:
- The junior high transition significantly alters children's academic and social self-perceptions and self-esteem.
- Subject-specific self-concepts and their stability vary, with notable declines in math and sports.
- Interventions may be needed to support children's self-perceptions during this critical developmental stage.
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