TY - JOUR
T1 - Action-control beliefs and behaviors as predictors of change in adjustment across the transition to middle school
AU - Vanlede, Marie
AU - Little, Todd D.
AU - Card, Noel A.
N1 - Funding Information:
We would like to express our gratitude for the feedback and comments of our former colleagues in the Agency in Development Lab (Todd D. Little, Director) in the Department of Psychology at Yale University. We extend our thanks to the students of the Hamden School District in Connecticut, as well as their parents, their teachers, and the principals of the different schools for their cooperation in this project. This research was supported in part by grants from the NIH to the University of Kansas through the Mental Retardation and Developmental Disabilities Research Center (5 P30 HD002528) and the Center for Biobehavioral Neurosciences in Communication Disorders (5 P30 DC005803), and by a National Institute of Mental Health Individual National Research Service Award (F32 MH072005) to the third author.
PY - 2006/6
Y1 - 2006/6
N2 - We examined longitudinal changes in young adolescents ( N =368) action-control beliefs, coping behaviors, and adjustment (i.e., positive and negative affect, depression, aggression) across the transition from elementary school to middle school. Results indicated greater inter-individual instability in adjustment during this transition than during the previous school year. Using ordinary least-squares (OLS) growth models to extract intra-individual change scores for each variable (i.e., slopes and intercepts), we conducted a series of stepwise regressions to determine which features of control beliefs and coping behaviors best predicted changes in adjustment across the transition to middle school. We found that negative coping behaviors (i.e., antisocial coping) consistently predicted negative changes in the adjustment variables (e.g., greater depression, more aggression), whereas positive beliefs and behaviors did not consistently predict changes in the adjustment variables.
AB - We examined longitudinal changes in young adolescents ( N =368) action-control beliefs, coping behaviors, and adjustment (i.e., positive and negative affect, depression, aggression) across the transition from elementary school to middle school. Results indicated greater inter-individual instability in adjustment during this transition than during the previous school year. Using ordinary least-squares (OLS) growth models to extract intra-individual change scores for each variable (i.e., slopes and intercepts), we conducted a series of stepwise regressions to determine which features of control beliefs and coping behaviors best predicted changes in adjustment across the transition to middle school. We found that negative coping behaviors (i.e., antisocial coping) consistently predicted negative changes in the adjustment variables (e.g., greater depression, more aggression), whereas positive beliefs and behaviors did not consistently predict changes in the adjustment variables.
KW - Action-control behaviors
KW - Action-control beliefs
KW - Adjustment
KW - Coping
KW - Longitudinal growth modeling
KW - Middle school transition
UR - http://www.scopus.com/inward/record.url?scp=33745602241&partnerID=8YFLogxK
U2 - 10.1080/10615800600632896
DO - 10.1080/10615800600632896
M3 - Article
AN - SCOPUS:33745602241
SN - 1061-5806
VL - 19
SP - 111
EP - 127
JO - Anxiety, Stress and Coping
JF - Anxiety, Stress and Coping
IS - 2
ER -