Abstract
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.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
