The transition to junior high school: Beliefs of pre- and posttransition teachers
dc.contributor.author | Midgley, Carol | en_US |
dc.contributor.author | Feldlaufer, Harriet | en_US |
dc.contributor.author | Eccles, Jacquelynne S. | en_US |
dc.date.accessioned | 2006-09-11T15:52:13Z | |
dc.date.available | 2006-09-11T15:52:13Z | |
dc.date.issued | 1988-12 | en_US |
dc.identifier.citation | Midgley, Carol; Feldlaufer, Harriet; Eccles, Jacquelynne S.; (1988). "The transition to junior high school: Beliefs of pre- and posttransition teachers." Journal of Youth and Adolescence 17(6): 543-562. <http://hdl.handle.net/2027.42/45270> | en_US |
dc.identifier.issn | 1573-6601 | en_US |
dc.identifier.issn | 0047-2891 | en_US |
dc.identifier.uri | https://hdl.handle.net/2027.42/45270 | |
dc.description.abstract | The beliefs of 107 teachers who students have for mathematics the last year of elementary school are compared to the beliefs of 64 teachers the same students have for mathematics the first year of junior high school. As hypothesized, posttransition teachers trust students less, believe more strongly in controlling and disciplining students, and have a weaker sense of teaching efficacy than do pretransition teachers. There are no significant differences in beliefs about the nature of ability as a fixed trait. It is suggested that societal stereotypes about early adolescents may flourish in school settings that are exclusively for that age group, so that teachers believe these students are unlikely to make much academic progress and must be controlled. | en_US |
dc.format.extent | 1132492 bytes | |
dc.format.extent | 3115 bytes | |
dc.format.mimetype | application/pdf | |
dc.format.mimetype | text/plain | |
dc.language.iso | en_US | |
dc.publisher | Kluwer Academic Publishers; Plenum Publishing Corporation ; Springer Science+Business Media | en_US |
dc.subject.other | Psychology, General | en_US |
dc.subject.other | History of Psychology | en_US |
dc.subject.other | Developmental Psychology | en_US |
dc.subject.other | Psychology | en_US |
dc.subject.other | Clinical Psychology | en_US |
dc.subject.other | Health Psychology | en_US |
dc.subject.other | Psychology and Law | en_US |
dc.title | The transition to junior high school: Beliefs of pre- and posttransition teachers | en_US |
dc.type | Article | en_US |
dc.subject.hlbsecondlevel | Social Work | en_US |
dc.subject.hlbtoplevel | Social Sciences | en_US |
dc.description.peerreviewed | Peer Reviewed | en_US |
dc.contributor.affiliationum | Department of Psychology, University of Michigan, 48109, Ann Arbor, Michigan | en_US |
dc.contributor.affiliationother | Institute for Social Research, 48106, Ann Arbor, Michigan | en_US |
dc.contributor.affiliationother | Connecticut State Department of Education, 06145, Hartford, Connecticut | en_US |
dc.contributor.affiliationumcampus | Ann Arbor | en_US |
dc.identifier.pmid | 24277688 | en_US |
dc.description.bitstreamurl | http://deepblue.lib.umich.edu/bitstream/2027.42/45270/1/10964_2005_Article_BF01537831.pdf | en_US |
dc.identifier.doi | http://dx.doi.org/10.1007/BF01537831 | en_US |
dc.identifier.source | Journal of Youth and Adolescence | en_US |
dc.owningcollname | Interdisciplinary and Peer-Reviewed |
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