Summary
Literature Summary School Adjustment
- Course
- Institution
Extensive literature table of all required literature of School Adjustment.
[Show more]
Seller
Follow
ilvyvandersteen
Reviews received
Content preview
1YSA literature summary table
Author(s) Title Main argument and/or Theoretical framework/main constructs Main results/findings Conclusion (take-home
and year research question guiding message)
the article
1. Midgley et Stage 1. Describe research that we Stage-environment fit; is based on the 1. Although the timing of transition
al., 2002 environment fit conducted two decades ago assumption that if changes in needs are to middle-level schools may render
revisited: A goal on the transition to junior aligned with changes in opportunities at a early adolescents particularly
theory high school, including a certain stage of life, positive outcomes will vulnerable, studies suggest that
approach to study that provided an result. they were vulnerable to both
examining explicit test of Person-environment fit; this theory states negative and positive influences.
school stage/environment fit. that an individual’s behavior is jointly Results of explicit (assessment of
transitions 2. Provide an overview of determined by characteristics of the person change in needs student,
studies we have conducted and properties of the immediate opportunities and an examination
examining differences in the environment. of the results) stage-environment
learning environment before Added assumptions by Hunt; consider the fit on the domain of; needs and
and after the transition to developmental change and a judgement opportunities for decision making.
middle school, during the should be made regarding whether the Students wanted more
middle school years, and change enhanced or arrested growth. opportunities, but were presented
during the transition to high Mismatches (Eccles and Midgey) with fewer, the bigger the
school (changes growth 1. Decline in the emphasis on critical discrepancy between their needs
enhancing or arresting). thinking and opportunities, the bigger the
3. Provide an overview of 2. Increase in the emphasis on relative decline.
our studies that have ability 2. General differences between
examined the link between 3. Deterioration in the student-teacher elementary and middle school.
perceived change in the relationship. - Elementary schools are
learning environment during Goal theory; neighbourhood schools and
the transition to both 1. Performance goal; emphasis on relative middle schools are bigger ->
middle school and high ability decline in interpersonal
school and change in 2. Mastery goal; emphasis on critical relationships. Reaction; preparing
students’ patterns of thinking (learning, understanding, children for this change, so change
learning. improvement and effort) the child in stead of the school,
4. Take a different approach later they addressed that schools
and consider whether there needed to downsize. Result; better
is evidence that younger relationships.
adolescents are more - Differences across the middle
sensitive to both the school grade; During the middle
positive and the negative school years they found a
effects of the learning significant drop in students’
environment than are older perceptions of the quality of their
adolescents, and consider relationships with their teachers
whether there is evidence from 6th to 7th grade. The
that stage-environment fit is perceived emphasis on
, 2
a particularly relevant performance goals declined. No
concept for younger evidence of a further decline in
adolescents. mastery goals.
Differences between middle and
high school; teachers in high
school reported less emphasis on
mastery goals, no difference in
performance goals. Middle and
high school teachers reported
more focus on performance goals
than elementary teachers.
Students reported no change in
emphasis on mastery goals and a
decrease of emphasis on
performance goals. They also
reported no change in perceived
student teacher relationship.
3. Results indicated that perceiving
an emphasis on mastery goals in
middle schools was associated
with positive changes in students
from fifth to sixth grade and
emphasis on performance goals in
middle schools was associated
with negative changes in students
from fifth to sixth grade.
Students who perceived a less
positive student-teacher
relationship in the eight grade and
a more positive student-teacher
relationship in the ninth grade
showed an increase in self-
regulated learning and a decrease
in self-handicapping and avoidance
of help seeking.
4. Age; two of the four variables
were similar for younger and older
adolescents -> self-handicapping
and academic self-efficacy.
The effect size for the negative
relation between perceiving an
emphasis on mastery goals and
reported engagement in disruptive
behavior was stronger at the ninth
, 3
grade level than at the lower grade
levels.
The only evidence of a stronger
effect of the goal structure on
younger adolescents than older
adolescents was for avoiding
seeking help in the classroom.
2. Zimmer- Relationships at In the current study, we Competency; engagement and achievement It is important to consider
Gembeck, school and tested a model of as outcomes ways to improve engagement
et al., 2006 stage- adolescents’ perceptions of Engagement; included being more and achievement of students.
environment fit their relationships with interested and self-reliant in learning 1.Change school structures so
Methods as resources for teachers and peers at activities, and more interested, and less that autonomy, relatedness
and results adolescent school, school fit, and anxious and bored when facing new and and competence are
are engagement student engagement and ongoing schoolwork. Engagement has been promoted.
skipped! and achievement at school and defined as observable demonstrations of The current study findings show 2.Teachers with more years of
achievement in the classroom. motivation, including the intensity and that engaging students in learning experience are found to be
A mediational model of extent of effort, and the emotional quality in order to promote academic less supportive of student
adolescents’ relationships, of involvement in actions. Engagement will competence partly depends on autonomy.
school fit, and competence be greater when it meets individual needs in adolescents' representations of 3.Interventions on a school
at school (academic the following domains; school as meeting needs for level to increase the quality of
engagement and - Autonomy autonomy, relatedness and teacher-student and peer
achievement) was tested. - Relatedness to others competence-having a better fit relationships could be helpful.
- Competence or an understanding between students’ needs and the
of contingencies, self-efficacy and environmental structure. In
control addition, this perception of school
Self-determination theory (and related fit partly depends on positive
developmental theories of motivation, interactions within microsystems
agency and initiative); multiple aspects of embedded within the school
interpersonal relationships and environment (more positive
environmental experiences have been relationships with teachers and
identified that are expected to assist young peers at school).
people to be interested and positive about School fit fully mediated the link
their school activities. between peer relationships and
student engagement.
School fit partially mediated the
link between teacher-student
relationships and student
engagement.
Student engagement fully
mediated the link between school
fit and academic achievement.
3. Zee & Engaging The present study aimed to Based on bio-ecological and self- Within-time associations Close relationships between
The benefits of buying summaries with Stuvia:
Guaranteed quality through customer reviews
Stuvia customers have reviewed more than 700,000 summaries. This how you know that you are buying the best documents.
Quick and easy check-out
You can quickly pay through credit card or Stuvia-credit for the summaries. There is no membership needed.
Focus on what matters
Your fellow students write the study notes themselves, which is why the documents are always reliable and up-to-date. This ensures you quickly get to the core!
Frequently asked questions
What do I get when I buy this document?
You get a PDF, available immediately after your purchase. The purchased document is accessible anytime, anywhere and indefinitely through your profile.
Satisfaction guarantee: how does it work?
Our satisfaction guarantee ensures that you always find a study document that suits you well. You fill out a form, and our customer service team takes care of the rest.
Who am I buying these notes from?
Stuvia is a marketplace, so you are not buying this document from us, but from seller ilvyvandersteen. Stuvia facilitates payment to the seller.
Will I be stuck with a subscription?
No, you only buy these notes for $6.90. You're not tied to anything after your purchase.
Can Stuvia be trusted?
4.6 stars on Google & Trustpilot (+1000 reviews)
59063 documents were sold in the last 30 days
Founded in 2010, the go-to place to buy study notes for 15 years now