Understanding transitions through self-esteem and resilience

Divya Jindal-Snape, David J. Miller

    Research output: Chapter in Book/Report/Conference proceedingChapter

    8 Citations (Scopus)

    Abstract

    The research on transition between nursery-primary, primary-secondary, and secondary to post-school shows that it is a period of anxiety for many children and young people (Adeyemo, 2007; Fabian, 2002; Galton & Morrison, 2000; Jindal-Snape & Foggie, 2008; Jindal-Snape & Miller, 2008; Yeboah, 2002), with substantial decline in self-esteem, academic motivation, and achievement (Eccles & Midgley, 1989; Wigfi eld, Eccles, Mac Iver, Reuman, & Midgley, 1991). For example, young children might fi nd the transition from preschool to primary school diffi cult and confusing because they move out of an environment of autonomy into one that can be based on conformity to the school norm, with what might seem like lack of choice and lack of explanation regarding what is happening (Fabian & Dunlop, 2002, 2006; Fortune-Wood, 2002). That most children and young people navigate this process successfully can be attributed in part to raised awareness among professionals of the issues related to transition. Many schools now have formalized procedures related to transition; examples include a range of induction strategies to help with the settling-in period, coupled with improvements in the transfer of information from one setting to another (see Hargreaves & Galton, 2002; Jindal-Snape & Foggie, 2008). However, successful adaptation may equally be due to students remaining resilient and coping with change and/or receiving support from external networks that may serve as a protective factor (Akos, 2004; Jindal-Snape & Miller, 2008).
    Original languageEnglish
    Title of host publicationEducational Transitions
    Subtitle of host publicationMoving Stories from Around the World
    EditorsDivya Jindal-Snape
    Place of PublicationAbingdon
    PublisherRoutledge
    Chapter2
    Pages11-32
    Number of pages22
    Edition1
    ISBN (Electronic)9781135281427
    ISBN (Print)9780415805919
    Publication statusPublished - 10 Dec 2009

    Publication series

    NameRoutledge Research in Education
    PublisherRoutledge

    Fingerprint

    resilience
    self-esteem
    school
    settling
    lack
    conformity
    induction
    ritual
    primary school
    coping
    autonomy
    anxiety
    student

    Cite this

    Jindal-Snape, D., & Miller, D. J. (2009). Understanding transitions through self-esteem and resilience. In D. Jindal-Snape (Ed.), Educational Transitions: Moving Stories from Around the World (1 ed., pp. 11-32). (Routledge Research in Education). Abingdon: Routledge.
    Jindal-Snape, Divya ; Miller, David J. / Understanding transitions through self-esteem and resilience. Educational Transitions: Moving Stories from Around the World. editor / Divya Jindal-Snape. 1. ed. Abingdon : Routledge, 2009. pp. 11-32 (Routledge Research in Education).
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    Jindal-Snape, D & Miller, DJ 2009, Understanding transitions through self-esteem and resilience. in D Jindal-Snape (ed.), Educational Transitions: Moving Stories from Around the World. 1 edn, Routledge Research in Education, Routledge, Abingdon, pp. 11-32.

    Understanding transitions through self-esteem and resilience. / Jindal-Snape, Divya; Miller, David J.

    Educational Transitions: Moving Stories from Around the World. ed. / Divya Jindal-Snape. 1. ed. Abingdon : Routledge, 2009. p. 11-32 (Routledge Research in Education).

    Research output: Chapter in Book/Report/Conference proceedingChapter

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    N2 - The research on transition between nursery-primary, primary-secondary, and secondary to post-school shows that it is a period of anxiety for many children and young people (Adeyemo, 2007; Fabian, 2002; Galton & Morrison, 2000; Jindal-Snape & Foggie, 2008; Jindal-Snape & Miller, 2008; Yeboah, 2002), with substantial decline in self-esteem, academic motivation, and achievement (Eccles & Midgley, 1989; Wigfi eld, Eccles, Mac Iver, Reuman, & Midgley, 1991). For example, young children might fi nd the transition from preschool to primary school diffi cult and confusing because they move out of an environment of autonomy into one that can be based on conformity to the school norm, with what might seem like lack of choice and lack of explanation regarding what is happening (Fabian & Dunlop, 2002, 2006; Fortune-Wood, 2002). That most children and young people navigate this process successfully can be attributed in part to raised awareness among professionals of the issues related to transition. Many schools now have formalized procedures related to transition; examples include a range of induction strategies to help with the settling-in period, coupled with improvements in the transfer of information from one setting to another (see Hargreaves & Galton, 2002; Jindal-Snape & Foggie, 2008). However, successful adaptation may equally be due to students remaining resilient and coping with change and/or receiving support from external networks that may serve as a protective factor (Akos, 2004; Jindal-Snape & Miller, 2008).

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    M3 - Chapter

    SN - 9780415805919

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    Jindal-Snape D, Miller DJ. Understanding transitions through self-esteem and resilience. In Jindal-Snape D, editor, Educational Transitions: Moving Stories from Around the World. 1 ed. Abingdon: Routledge. 2009. p. 11-32. (Routledge Research in Education).