The development of optimism and perceived attainment from elementary school to junior high school

Japanese Psychological Research

Volumn 41, Issue 4, 1999, Pages 209-217

  Koizumi, Reizo ^a  

^a FUKUOKA UNIVERSITY OF EDUCATION   (Japan)

Author keywords

Academic achievement; Elementary school; Environmental transition; Junior high school; Motivation; Optimism; Perceived attainment

Indexed keywords

EID: 0033459030     PISSN: 00215368     EISSN: None     Source Type: Journal    
DOI: 10.1111/1468-5884.00121     Document Type: Article

References (18)

1. Blyth, D. A., Simmons, R. G., & Bush, D. (1978). The transition to early adolescence: A longitudinal comparison of youth in two educational contexts. Sociology of Education, 51, 149-162.
2. Covington, M. V., & Omelich, C. L. (1979). Efforts: The double-edged sword in school achievement. Journal of Educational Psychology, 71, 169-182.
3. Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040-1048.
4. Eccles, J., & Midgley, C. (1989). Stage-environment fit: Developmentally appropriate classrooms for young adolescents. In C. Ames & R. Ames (Eds.), Research on motivation in education. Vol. 3: Goals and cognitions (pp. 139-186). San Diego, CA: Academic Press.
5. Harter, S. (1982). The perceived competence scale for children. Child Development, 53, 87-97.
6. Harter, S. (1983). The developmental perspectives on the self-system. In E. M. Hetherington (Ed.), P. H. Mussen (Series Ed.), Handbook of child psychology. Vol. 4: Social and personality development (pp. 275-385). New York: Wiley.
7. Koizumi, R. (1992). The relationship between perceived attainment and optimism, and academic achievement and motivation. Japanese Psychological Research, 34, 1-9.
8. Koizumi, R. (1995). Feelings of optimism and pessimism in Japanese students' transition to junior high school. Journal of Early Adolescence, 15, 412-428.
9. Kun, A. (1977) Development of the magnitude-covariation and compensation schemata in ability and effort attributions of performance. Child Development, 48, 862-873.
10. Licht, B. G. (1992). The achievement-related perceptions of children with learning problems: A developmental analysis. In D. H. Schunk & J. L. Meece (Eds.), Student perceptions in the classroom (pp. 247-266). Hillsdale, NJ: Lawrence Erlbaum Associates.
11. Lynn, R. (1988). Educational achievement in Japan: Lessons for the West. London: Macmillan.
12. Maccoby, E. E., & Jacklin, C. N. (1974). The psychology of sex differences. Stanford, CA: Stanford University Press.
13. Marsh, H. W., Cairns, L., Relich, J., Barnes, J., & Debus, R. L. (1984). The relationship between dimensions of self-attribution and dimensions of self-concept. Journal of Educational Psychology, 76, 3-32.
14. Nicholls, J. G., & Miller, A. T. (1984). Reasoning about the ability of self and others: A developmental study. Child Development, 55, 1990-1999.
15. Norem, J. K., & Cantor, N. (1986). Anticipatory and post hoc cushioning strategies: Optimism and defensive pessimism in risky situations. Cognitive Therapy and Research, 10, 347-362.
16. Simmons, R. B., & Blyth, D. A. (1987). Moving into adolescence: The impact of puberlal change and school context. Hawthorne, NY: Aldine.
17. Stipek, D., & Gralinski, J. H. (1996). Children's beliefs about intelligence and school performance. Journal of Educational Psychology, 88, 397-407.
18. Weisz, J. R., & Cameron, A. M. (1985) Individual differences in the student's sense of control. In C. Ames & R. Ames (Eds.), Research on motivation in education. Vol. 2: The classroom milieu (pp. 93-140). Orlando, FL: Academic Press.