Title: Transition to Middle School: A Longitudinal Approach Investigating Risk and Protective Factors
This work is supported by a grant of the Executive Unit for Financing Higher Education, Research, Development and Innovation: PN-III-P4-ID-PCE-2020-2963
Project type: PN-III-P4-ID-PCE-2020-2963, 2021-2023

Abstract: The present proposal aims to increase the understanding of the implications of school transition on three important developmental areas: emotion, motivation and academic achievement. Further, the proposal addresses transactional dynamics of school and social factors and students’ functioning on these domains during the critical transition to middle school. Furthermore, school transition is a proper period for prevention and implementation of interventions related to the reduction of internalizing problems and increasing the emotional well-being, as well as improvements in motivation and achievement. Thus, the principal objectives are to: 1) to examine longitudinal paths between internalizing symptoms, self-motivation beliefs (i.e., beliefs about competence and achievement goals) and academic achievement from elementary school (Grade 4) into the transition to middle school (Grade 5 and Grade 6) on a large sample of Romanian students; 2) to explore whether the changes in the relationships with parents and peers are longitudinally linked to changes in early adolescents’ functioning on emotional and academic domain; 3) to implement multi-target positive psychology interventions (with or without parents) to increase the students’ subjective well-being and to reduce the internalizing problems. Finally, the project will deliver a guide of best practices regarding the risk and protective factors for students’ educational transition.

Team members: