A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä
Students' academic and emotional adjustment during the transition from primary to secondary school : a cross-lagged study (2019)

Engels, M. C., Pakarinen, E., Lerkkanen, M.-K., & Verschueren, K. (2019). Students' academic and emotional adjustment during the transition from primary to secondary school : a cross-lagged study. Journal of School Psychology, 76, 140-158. https://doi.org/10.1016/j.jsp.2019.07.012

JYU-tekijät tai -toimittajat

Pakarinen, Eija
Lerkkanen, Marja-Kristiina

Julkaisun tiedot

Julkaisun kaikki tekijät tai toimittajat: Engels, Maaike C.; Pakarinen, Eija; Lerkkanen, Marja-Kristiina; Verschueren, Karine

Lehti tai sarja: Journal of School Psychology

ISSN: 0022-4405

eISSN: 1873-3506

Julkaisuvuosi: 2019

Volyymi: 76

Artikkelin sivunumerot: 140-158

Kustantaja: Elsevier

Julkaisumaa: Britannia

Julkaisun kieli: englanti

DOI: https://doi.org/10.1016/j.jsp.2019.07.012

Julkaisun avoin saatavuus: Ei avoin

Julkaisukanavan avoin saatavuus: 

Julkaisu on rinnakkaistallennettu (JYX): https://jyx.jyu.fi/handle/123456789/67280

Tiivistelmä

The current study examined several indicators of students' academic and emotional adjustment during the transition from primary (i.e., grade 6) to secondary school (i.e., grades 7 and 9). Specifically, the study investigated how students' engagement, achievement, and burnout, as well as student-teacher conflict, evolve together over time. A total of 356 adolescents (57.3% boys) filled out questionnaires about their burnout and their behavioral and cognitive engagement. Students' achievement was measured using standardized test scores. Conflict in the teacher-student relationship was assessed using teacher ratings. Cross-lagged models revealed bi-directional associations between behavioral and cognitive engagement. More teacher conflict related to less behavioral engagement, whereas higher achievement predicted more cognitive engagement one and two school years later. The results underscore that, despite the interrelatedness of behavioral and cognitive engagement during the transition from primary to secondary school, both show unique contextual and personal correlates.

YSO-asiasanat: koululaiset; sitoutuminen (toiminta); uupumus; koulusaavutukset; opettaja-oppilassuhde

Vapaat asiasanat: achievement; behavioral engagement; cognitive engagement; school transition; student burnout; teacher-student conflict

Liittyvät organisaatiot

Hankkeet, joissa julkaisu on tehty

OKM-raportointi: Kyllä

Raportointivuosi: 2019

JUFO-taso: 1