Schools in transition: The adaptation of east german pupils to a new school system

Abstract

Abstract In a longitudinal study, a sample of seventh graders was followed over the course of a school year. At three measurement points in time, scales were administered measuring, among others, achievement motivation, test anxiety and achievement. The sample contains pupils from East Germany, who at the beginning of the seventh school year, were exposed to the West German school system, involving risks and uncertainties as to their success and career. It is therefore hypothesized that, in comparison to their “West German” counterparts, they experience higher anxiety and less positive achievement motivation and that their test results suffer accordingly, either during the whole year or that this effect vanishes over time. The hypotheses are tested by analyses of variance involving time as within subject effect. Results confirm the adaptation hypothesis. They are discussed with respect to recent life changes and new curricula.