Action-control beliefs and behaviors as predictors of change in adjustment across the transition to middle school

Anxiety, Stress and Coping

Volumn 19, Issue 2, 2006, Pages 111-127

  Vanlede, Marie ^a   Little, Todd D ^b   Card, Noel A ^c  

^a UNIVERSITÉ CATHOLIQUE DE LOUVAIN   (Belgium)

^b UNIVERSITY OF KANSAS   (United States)

^c Environmental Research Laboratory   (United States)

Author keywords

Action control behaviors; Action control beliefs; Adjustment; Coping; Longitudinal growth modeling; Middle school transition

Indexed keywords

EID: 33745602241     PISSN: 10615806     EISSN: 14772205     Source Type: Journal    
DOI: 10.1080/10615800600632896     Document Type: Article

References (70)

1. Altshuler, J. L., & Ruble, D. N. (1989). Developmental changes in children's awareness of strategies for coping with uncontrollable stress. Child Development, 60, 1337-1349.
2. Band, E. B., & Weisz, J. R. (1988). How to feel better when it feels bad: Children's perspectives on coping with everyday stress. Developmental Psychology, 24, 247-253.
3. Barber, B. K., & Olsen, J. A. (2004). Assessing the transitions to middle and high school. Journal of Adolescent Research, 19, 3-30.
4. Barnett, M. A., Matthews, K. A., & Howard, J. A. (1979). Relationship between competitiveness and empathy in 6- and 7-year-olds. Developmental Psychology, 15, 221-222.
5. Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51, 1173-1182.
6. Benenson, J. F., & Dweck, C. S. (1986). The development of trait explanations and self-evaluation in the academic and social domains. Child Development, 57, 1179-1187.
7. Berndt, T. J., & Mikos, D. (1995). Adolescent's perceptions of the stressful and desirable aspects of the transition to junior high school. Journal of Research on Adolescence, 5, 123-142.
8. Causey, D. L., & Dubow, E. F. (1993). Negotiating the transition to junior high school: The contributions of coping strategies and perceptions of the school environment. Prevention in Human Services, 10, 59-81.
9. Compas, B. E., Banez, G. A., Malcarne, V., & Worsham, N. (1991). Perceived control and coping with stress: A developmental perspective. Journal of Social Issues, 47, 23-34.
10. Connell, P. (1985). A new multidimensional measure of children's perceptions of control. Child Development, 56, 1018-1041.
11. Crockett, L. J., Peterson, A. C., Graber, J. A., Schulenberg, J. E., & Ebata, A. (1989). School transitions and adjustment during early adolescence. Journal of Early Adolescence, 9, 181-210.
12. Curry, S. L., & Russ, S. W. (1985). Identifying coping strategies in children. Journal of Clinical Child Psychology, 14, 61-69.
13. Dill, E. III, & Little, T. D. An extensive validation of The Inventory of Felt Energy and Emotion in Life: I FEEL. (unpublished manuscript).
14. Eccles, J. S., Midgley, C., Wigfield, A., Miller Buchanan, C., Reuman, D., & Yee, D. (1989). Self-concepts, domain values, and self-esteem: Relations and changes at early adolescence. Journal of Personality, 57, 283-310.
15. Eccles, J. S., & Midgley, C. (1989). Stage/environment fit: Developmentally appropriate classrooms for early adolescents. In R. Ames, & C. Ames (Eds.), Research on motivation in education (Vol. 3, pp. 139-181). San Diego, CA: Academic Press.
16. Eccles, J. S., Wigfield, A., Flanagan, C., Miller, C., Reuman, D., Flanganan, C., et al. (1993). The impact of stage-environment fit on young adolescents' experiences in schools and families. American Psychologist, 48, 90-101.
17. Elben, C. E., Lohaus, A., Ball, J., & Klein-Hessbling, J. (2003). School transition from elementary school to secondary school: Differential effects on psychological adjustment. Psychologie in Erziehung und Unterricht, 50, 331-341.
18. Elias, M. J., Gara, M., Rothbaum, P. A., Reese, A. M., & Ubriaco, M. (1987). A multivariate analysis of factors differentiating behaviorally and emotionally dysfunctional children from other groups in school. Journal of Clinical Child Psychology, 16, 307-312.
19. Elkind, D., & Bowen, R. (1979). Imaginary audience behavior in children and adolescents. Developmental Psychology, 15, 38-44.
20. Feldlaufer, H., Midgley, C., & Eccles, J. S. (1988). Student, teacher, and observer perceptions of the classroom environment before and after the transition to junior high school. Journal of Early Adolescence, 8, 133-156.
21. Fenzel, L. M. (2000). Prospective study of changes in global self-worth and strain during transition to middle school. Journal of Early Adolescence, 20, 93-126.
22. Fenzel, L. M., & Blyth, D. A. (1986). Individual adjustment to school transitions: An exploration of the role of supportive peer relations. Journal of Early Adolescence, 6, 315-329.
23. Hawley, P. H., & Little, T. D. (2002). Evolutionary and developmental perspectives on the agentic self. In D. Cervone, & W. Mischel (Eds.), Advances in personality science (pp. 177-195). New York, NY: Guilford Press.
24. Hirsch, B. J., & Rapkin, B. D. (1987). The transition to Junior High School: A longitudinal study of self-esteem, psychological symptomatology, school life, and social support. Child Development, 58, 1235-1243.
25. Kishton, I. M., & Widaman, K. F. (1994). Unidimensional versus domain representative parceling of questionnaire items: An empirical example. Educational and Psychological Measurement, 54, 757-765.
26. Krohne, H. W., & Rogner, J. (1982). Repression-sensitization as a central construct in coping research. Clinical and Community Psychology Achievement, Stress, and Anxiety, 167-193.
27. Kovacs, M. (1985). The children's depression inventory (CDI). Psychopharmacology Bulletin, 21, 995-1124.
28. Lance, C. E. (1988). Residual centering, exploratory and confirmatory moderator analysis, and decomposition of effects in path models containing interactions. Applied Psychological Measurement, 12, 163-175.
29. Little, T. D. (1997). Mean and covariance structures (MACS) analyses of cross-cultural data: Practical and theoretical issues. Multivariate Behavioral Research, 32, 53-76.
30. Little, T. D. (1998). Socioculturel influences on the development of children's action-control beliefs. In J. Heckhausen, & C. S. Dweck (Eds.), Motivation and self-regulation across the life span (pp. 281-315). New York: Cambridge Press.
31. Little, T. D. (2002). Agency in development. In W. H. Hartup, & R. Silbereisen (Eds.), Growing points in developmental science: An introduction (pp. 223-240). East Sussex, England: Psychology Press.
32. Little, T. D. (2003). Latent growth curve models using OLS: We think it's 'wrong', but is it really? Paper presented at the Society for Muluvariate Experimental Psychology Annual Meeting, September (Keystone, CO).
33. Little, T. D., Bovaird, L., & Widaman, K. F. On the merits of orthogonalizing interaction and powered terms: Implications for model latent variable interactions (In press).
34. Little, T. D., Brauner, J., Jones, S. M., Nock, M. K., & Hawley, P. H. (2003). Rethinking aggression: A typological examination of the functions of aggression. Merrill Palmer Quarterly, 49, 343-369.
35. Little, T. D., Cunningham, W. A., Shahar, G., & Widaman, K. F. (2002). To parcel or not to parcel: Exploring the question, weighing the merits. Structural Equation Modeling, 9, 151-173.
36. Little, T. D., Hawley, P. H., Henrich, C. C., & Marsland, K. (2002). Three views of the agentic self: A developmental synthesis. InE. L. Deci, & R. M. Ryan (Eds.), Handbook of self-determination research (pp. 389-404). Rochester, NY: University of Rochester Press.
37. Little, T. D., Jones, S. M., Henrich, C. C., & Hawley, P. H. (2003). Disentangling the 'whys' from the 'whats' of aggressive behavior. International Journal of Behavioral Development, 27, 122-133.
38. Little, T. D., & Lopez, D. F. (1997). Regularities in the development of children's causality beliefs about school performance across six sociocultural contexts. Developmental Psychology, 33, 165-175.
39. Little, T. D., Lopez, D. F., Oettingen, G. O., & Baltes, P. B. (2001). A comparative-longitudinal study of action-control beliefs and school performance: On the role of context. International Journal of Behavioral Development, 25, 237-245.
40. Little, T. D., Lopez, D. F., & Wanner, B. (2001). Children's action-control behaviors (Coping): A longitudinal validation of the behavioral inventory of strategic control. Anxiety, Stress, & Coping, 14, 315-336.
41. Little, T. D., Oettingen, G., Stetsenko, A., & Baltes, P. B. (1995). Children's action-control beliefs about school performance: How do American children compare with German and Russian children? Journal of Personality and Social Psychology, 69, 686-700.
42. Little, T. D., Ryan, R., & Wanner, B. (1997). The Inventory of Felt Energy and Emotion in Life: I FEEL (ACCD Technical Report No. 4). Berlin: Max Planck Institute.
43. Little, T. D., Snyder, C. R., & Wehmeyer, M. (2006). The agentic self: On the nature and origins of personal agency across the lifespan. In D. Mroczek, & T. D. Little (Eds.), The handbook of personality development (pp. 61-79). Mahwah, NJ: Lawrence Erlbaum and Associates.
44. Little, T. D., & Wanner, B. (1997). Multi-CAM: A multidimensional instrument to assess children's action-control motives, beliefs, and behaviors for the domains of friendship and academic performance (ACCD Technical Report No. 2). Berlin: Max Planck Institute.
45. Lopez, D. F., & Little, T. D. (1994). BISC: The Behavioral Inventory of Strategic Control (ACCD Technical Report No. 3). Berlin: Max Planck Institute.
46. Lopez, D. F., & Little, T. D. (1996). Children's action-control beliefs and emotional regulation in the social domain. Developmental Psychology, 32, 299-312.
47. Lord, S. E., & Eccles, J. S. (1994). Surviving the junior high school transition. Journal of Early Adolescence, 14, 162-199.
48. McDougall, P., & Hymel, S. (1998). Moving into middle school: Individual differences in the transition experience. Canadian Journal of Behavioural Science, 30, 108-120.
49. Matthews, K. A. (1982). Psychological perspectives on the Type A behavior pattern. Psychological Bulletin, 91, 293-323.
50. Midgley, C., Middleton, M. J., Gheen, M. H., & Kumar, R. (2002). Stage-environment fit revisited: A goal theory approach to examining school transitions. In C. Midgley (Ed.), Goals, goal structures, and patterns of adaptive learning (pp. 109-142). Mahwah, NJ: Lawrence Erlbaum Associates.
51. Monnier, J., Cameron, R. P., Hobfoll, S. E., & Gribble, J. R. (2000). Direct and crossover effects of prosocial and antisocial coping behaviors. Journal of Family Psychology, 14, 570-584.
52. Moos, R. H. (1997). Coping responses inventory: A measure of approach and avoidance coping skills. In C. P. Zalaquett, & J. Wood (Eds.), Evaluating stress: A book of resources (pp. 51 -65). Lanham, MD: Scarecrow Press.
53. Moos, R. H., & Schaefer, J. A. (1993). Coping resources and processes: Current concepts and measures. In L. Goldberger, & S. Breznitz (Eds.), Handbook of stress: Theoretical and clinical aspects (2nd edn) (pp. 234-257). New York: Free Press.
54. Nottelmann, E. D. (1987). Competence and self-esteem during transition from childhood to adolescence. Developmental Psychology, 23, 441-450.
55. Oettingen, G., Little, T. D., Lindenbeger, U., & Baltes, P. B. (1994). Causality, agency, and control beliefs in East versus West Berlin children: A natural experiment on the role of context. Journal of Personality and Social Psychology, 66, 579-595.
56. Pedro-Carroll, J. A. L., Alpert-Gillis, L. J., & Cowen, E. L. (1992). An evaluation of the efficacy of a preventive intervention for 4th-6th grade urban children of divorce. Journal of Primary Prevention, 13, 115-130.
57. Roussi, P., & Vassilaki, E. (2001). The applicability of the multiaxial model of coping to a Greek population. Anxiety, Stress, & Coping, 14, 125-147.
58. Sandler, I. N., & Barrera, M. (1984). Toward a multimethod approach to assessing the effects of social support. American Journal of Community Psychology, 12, 37-52.
59. Shrout, P. E., & Bolger, N. (2002). Mediation in experimental and nonexperimental studies: New procedures and recommendations. Psychological Methods, 7, 422-445.
60. Simmons, R. G., & Blyth, D. A. (1987). Moving into adolescence: The impact of pubertal change and school context. Hawthorne, NY: Aldine de Gruyter.
61. Skinner, E. A. (1995). Perceived control, motivation, and coping. Thousand Oaks, CA: Sage Publications.
62. Skinner, E. A. (1996). A guide to constructs of control, Journal of Personality and Social Psychology, 71, 549-570.
63. Skinner, E. A., Chapman, M., & Baltes, P. B. (1988). Children's beliefs about control, means-ends, and agency: Developmental differences during middle childhood. International Journal of Behavioral Development, 11, 369-388.
64. Stetsenko, A., Little, T. D., Gordeeva, T. O., Grasshof, M., & Oettingen, G. (2000). Gender effects in children's beliefs about school performance: A cross-cultural study. Child Development, 71, 517-527.
65. Stetsenko, A., Little, T. D., Oettingen, G., & Baltes, P.B. (1995). Agency, control, and means-ends beliefs about school performance in Moscow children: How similar are they to beliefs of Western children? Developmental Psychology, 31, 285-299.
66. Tabachnick, B. G., & Fidell, L. S. (1996). Using multivariate statistics. New York: Harper Collins.
67. Walls, T. A., & Little, T. D. (2005). Relations among personal agency, motivation, and school adjustment in early adolescence. Journal of Educational Psychology, 97, 23-31.
68. Wertlieb, D., Weigel, C., & Feldstein, M. (1987). Measuring children's coping. American Journal of Orthopsychiatry, 57, 548-560.
69. Wigfield, A., Eccles, J. S., Mac Iver, D., Reuman, D. A., & Midgley, C. (1991). Transitions during early adolescence: Changes in children's domain-specific self-perceptions and general self-esteem across transition to junior high school. Developmental Psychology, 27, 552-565.
70. Zanobini, M., & Usai, M. C. (2002). Domain-specific self-concept and achievement motivation in the transition from primary to low middle school. Educational Psychology, 22, 203-217.