Longitudinal study of individual, environmental and contextual factors predicting adaptation to the transition to lower secondary education

Marušić, Iris and Kuterovac Jagodić, Gordana and Erceg, Inja and Šabić, Josip (2020) Longitudinal study of individual, environmental and contextual factors predicting adaptation to the transition to lower secondary education. Learning and Individual Differences, 83-84. pp. 1-9. ISSN 1041-6080

Text 2020 Marušić, Kuterovac Jagodić, Erceg, Šabić.doc - Accepted Version Download (257kB)

Abstract

IN ENGLISH: Transitions into higher educational levels are normative life events that challenge students' academic and socio-emotional development. This longitudinal study aims to examine outcomes of and determinants of students' adaptation to the transition from classroom (4th grade) to subject teaching (5th grade). The outcomes of adaptation were assessed by changes in students' GPA and learning self-efficacy from 4th to 5th grade as well as by the self-perceived adaptation. In addition, a number of individual, environmental and contextual determinants of the three adaptation outcomes were examined. Participants were 860 students aged 10–11 years from Zagreb, Croatia. They participated in data collection at the end of 4th grade, at the mid-term of 5th grade and at the end of 5th grade. The results showed that students' GPA and learning self-efficacy declined following transition, although they generally perceived their academic adaptation as successful. Several individual, environmental and contextual variables explained academic adaptation to transition operationalized as self-perceived adaptation, learning self-efficacy and GPA in 5th grade. The stage-environment fit model of educational transition was supported even when transition takes place within the same school building and class. --------------- IN CROATIAN: Tranzicije u više razine obrazovanja normativni su životni događaji koji predstavljaju izazov za akademski i socioemocionalni razvoj učenika. Ovo longitudinalno istraživanje imalo je za cilj ispitati ishode i odrednice učeničke prilagodbe na tranziciju iz razredne (4. razred) u predmetnu nastavu (5. razred). Ishodi prilagodbe procijenjeni su promjenama u prosjeku završnih ocjena i samoefikasnosti za učenje između 4. i 5. razreda te učeničkom samoprocjenom prilagodbe na predmetnu nastavu u 5. razredu. Nadalje, ispitan je niz individualnih, okolinskih i kontekstualnih odrednica triju ishoda prilagodbe. U istraživanju je sudjelovalo 860 učenika iz Zagreba u dobi od 10 do 11 godina. Podaci su prikupljani krajem 4. razreda, sredinom 5. razreda i na kraju 5. razreda. Rezultati pokazuju da su se prosjek zaključnih ocjena i samoefikasnost za učenje smanjili nakon tranzicije u predmetnu nastavu, iako su učenici uglavnom procjenjivali svoju akademsku prilagodbu uspješnom. Različite individualne, okolinske i kontekstualne varijable objašnjavale su akademsku prilagodbu na prijelaz u predmetnu nastavu iskazanu kao samoprocjenu prilagodbe, samoefikasnost za učenje i prosjek završnih ocjena u 5. razredu. Model usklađenosti razvojne faze i okolinskih čimbenika obrazovnih tranzicija (engl. stage - environment fit model) potvrđen je i u slučaju kada se tranzicija odvija unutar iste školske zgrade i razrednog odjela.

Item Type:	Article
Additional Information:	Language: English. - Title in Croatian: Longitudinalno istraživanje individualnih, okolinskih i kontekstualnih čimbenika prilagodbe učenika na tranziciju u predmetnu nastavu. - Article number: 101946.
Uncontrolled Keywords:	School transition, adaptation, longitudinal study (školska tranzicija, prilagodba, longitudinalno istraživanje)
Subjects:	B Philosophy. Psychology. Religion > BF Psychology L Education > L Education (General)
Depositing User:	Karolina
Date Deposited:	28 Oct 2020 19:41
Last Modified:	10 May 2024 07:00
URI:	http://idiprints.knjiznica.idi.hr/id/eprint/915

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