A1 Refereed original research article in a scientific journal
How peer status and ability track shape behavioral disengagement over the transition from primary to secondary school
Authors: Lorijn, Sofie J.; Laninga-Wijnen, Lydia; Ryan, Allison M.
Publisher: WILEY
Publishing place: HOBOKEN
Publication year: 2024
Journal: Journal of Research on Adolescence
Journal name in source: JOURNAL OF RESEARCH ON ADOLESCENCE
Journal acronym: J RES ADOLESCENCE
Number of pages: 17
ISSN: 1050-8392
eISSN: 1532-7795
DOI: https://doi.org/10.1111/jora.13006(external)
Web address : https://doi.org/10.1111/jora.13006(external)
Self-archived copy’s web address: https://research.utu.fi/converis/portal/detail/Publication/457614071(external)
The transition from primary to secondary school is often associated with an increase in behavioral disengagement, which undermines students' academic development. Prior studies examined the average development of behavioral disengagement across school transitions. This study examined how students' peer status in primary school and ability track in secondary school relate to trajectories of behavioral disengagement. We followed n = 1564 students who transitioned to secondary school across three time points: February/March, and May/June in students' final year of primary school and January/February, roughly 6 months after students transited to secondary school. Latent Growth Curve Analyses showed that on average, behavioral disengagement increased, but this increase mostly occurred before transitioning to secondary school. Peer status and track related to students' initial levels of behavioral disengagement, but not to their development in behavioral disengagement over the transition. Specifically, students who were viewed as more popular by peers, and students who ended up in the lowest track showed more behavioral disengagement in primary school, whereas students who were more accepted by peers were less disengaged in primary school.
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Funding information in the publication:
This data collection was made possible by a grant awarded to Veenstra et al. (2018) for the project ‘Peer Relations in the Transition from Primary to Secondary school: Social, Behavioral and Academic Aspects of Social Integration’ by the Netherlands Initiative for Education Research (NRO), grant number 40.5.18325.001.
