{"id":32,"date":"2023-05-27T12:59:12","date_gmt":"2023-05-27T11:59:12","guid":{"rendered":"https:\/\/learningspaces.dundee.ac.uk\/esw-mmt-xii\/?p=32"},"modified":"2023-05-27T12:59:12","modified_gmt":"2023-05-27T11:59:12","slug":"research-articles-that-have-used-referred-to-multiple-and-multi-dimensional-transitions-theory","status":"publish","type":"post","link":"https:\/\/sites.dundee.ac.uk\/transitions-community-library\/2023\/05\/27\/research-articles-that-have-used-referred-to-multiple-and-multi-dimensional-transitions-theory\/","title":{"rendered":"Transitions Research Articles: Primary-Secondary School Transitions"},"content":{"rendered":"

Primary-Secondary Transitions Articles\u00a0<\/span><\/h2>\n

Hoffman, A. J., & Schacter, H. L. (2024). The promise of an identity-based self-affirmation intervention in protecting against self-esteem declines at the high school transition. Developmental Psychology.<\/em> Advance online publication. https:\/\/doi.org\/10.1037\/dev0001789<\/a><\/p>\n

Palmu, I. R., M\u00e4\u00e4tt\u00e4, S. J., N\u00e4rhi, V. M., & Savolainen, H. K. (2024). ADHD-symptoms and transition to middle school: The effects of academic and social adjustment. European Journal of Special Needs Education<\/em>, 39<\/em>(1), 48\u201363. https:\/\/doi.org\/10.1080\/08856257.2023.2191106<\/a><\/p>\n

Saville, K., Leaton Gray, S., Perryman, J., & Hargreaves, E. (2024). Creating year 7 bubbles to support primary to secondary school transition: A positive pandemic outcome? Education 3-13<\/em>, 52<\/em>(1), 48\u201360. https:\/\/doi.org\/10.1080\/03004279.2023.2186977<\/a><\/p>\n

Smyth, E., & Privalko, I. (2024). School transition difficulty in Scotland and Ireland: A longitudinal perspective. Educational Review<\/em>, 1\u201317. https:\/\/doi.org\/10.1080\/00131911.2024.2337889<\/a><\/p>\n

Snozzi, R., A. Zurbriggen, C. L., & M\u00fcller, C. M. (2024). School transfers in special education: Frequency, direction, and timing of transfers between different school settings. European Journal of Special Needs Education<\/em>, 39<\/em>(2), 249\u2013264. https:\/\/doi.org\/10.1080\/08856257.2023.2207056<\/a><\/p>\n

Sundqvist, A.J.E, Hemberg, J., Nyman-Kurkiala, P., & Ness, A. (2024) Are educational transitions related to young people\u2019s loneliness and mental health: a systematic review, International Journal of Adolescence and Youth, 29:1, 2373278, DOI: 10.1080\/02673843.2024.2373278<\/span><\/p>\n

Palmu, I. R., Sami J., M., Vesa M., N., & Hannu K., S. (2023). ADHD symptoms and maladaptive achievement strategies: The reciprocal prediction of academic performance beyond the transition to middle school. Emotional and Behavioural Difficulties<\/em>, 28<\/em>(1), 3\u201317. https:\/\/doi.org\/10.1080\/13632752.2023.2189404<\/a><\/p>\n

Ratelle, C. F., Vargas Lascano, D. I., Guay, F., & Duchesne, S. (2023). Need satisfaction profiles during the transition to secondary school and its implications in later education. Learning and Individual Differences<\/em>, 107<\/em>, 102357. https:\/\/doi.org\/10.1016\/j.lindif.2023.102357<\/a>Simi\u0107, N., & Vukeli\u0107, M. (2023). The Transition to Vocational Secondary School in Serbia: A Two-Wave Moderated Mediation Study on School Climate, Teacher Support, Engagement and School Adjustment. SAGE Open<\/em>, 13<\/em>(1), 215824402311648. https:\/\/doi.org\/10.1177\/21582440231164899<\/a><\/p>\n

Strnadov\u00e1, I., Dowse, L., Lowe, K., Danker, J., Angelina Willow, S., Tso, M., & Xavier, A. (2023). Primary to high school transition planning for students with disability: A systematic review. International Journal of Educational Research<\/em>, 120<\/em>. https:\/\/doi.org\/10.1016\/j.ijer.2023.102188<\/a><\/p>\n

Tsegay, S. M., Wheeler, L., Kirkman, P., & Pratt-Adams, S. (2023). Teacher Perspectives on Primary-Secondary School Transition Projects During the COVID-19 Pandemic. SAGE Open<\/em>, 13<\/em>(2), 21582440231181382. https:\/\/doi.org\/10.1177\/21582440231181382<\/a><\/p>\n

Van Der Kleij, S. W., Burgess, A. P., Ricketts, J., & Shapiro, L. R. (2023). Tracking vocabulary and reading growth in children from lower and higher socioeconomic backgrounds during the transition from primary to secondary education. Child Development<\/em>, 94<\/em>(1). https:\/\/doi.org\/10.1111\/cdev.13862<\/a><\/p>\n

Yi, H. S., Na, W., & Lee, C. (2023). Predicting secondary school students\u2019 academic achievement from their elementary school performance and learning behaviours: A longitudinal study based on South Korea\u2019s national assessment of educational achievement. Asia Pacific Journal of Education<\/em>, 43<\/em>(4), 1031\u20131048. https:\/\/doi.org\/10.1080\/02188791.2021.1963673<\/a><\/p>\n

Yu, J., Kreijkes, P., & Salmela-Aro, K. (2023). Interconnected trajectories of achievement goals, academic achievement, and well-being: Insights from an expanded goal framework. Learning and Individual Differences<\/em>, 108<\/em>, 102384. https:\/\/doi.org\/10.1016\/j.lindif.2023.102384<\/a><\/p>\n

Zhang, Y., Watermann, R., & Daniel, A. (2023). The Sustained Effects of Achievement Goal Profiles on School Achievement across the Transition to Secondary School. Journal of Youth and Adolescence<\/em>, 52<\/em>(10), 2078\u20132094. https:\/\/doi.org\/10.1007\/s10964-023-01813-7<\/a><\/p>\n

Raufelder, D., Hoferichter, F., Hirvonen, R., & Kiuru, N. (2022). How students\u2019 motivational profiles change during the transition from primary to lower secondary school. Contemporary Educational Psychology<\/em>, 71<\/em>, 102117. https:\/\/doi.org\/10.1016\/j.cedpsych.2022.102117<\/a><\/p>\n

Rickert, N. P., & Skinner, E. A. (2022). Parent and teacher involvement and the development of students\u2019 academic engagement: A growth curve analysis over four time points. Journal of Adolescence<\/em>, 94<\/em>(2), 224\u2013239. https:\/\/doi.org\/10.1002\/jad.12019<\/a><\/p>\n

Smyth, E., & Privalko, I. (2022). The long road to secondary school: Background, home learning environment, and transition difficulties in Scotland. Research Papers in Education<\/em>, 38<\/em>(6). https:\/\/doi.org\/10.1080\/02671522.2022.2065520<\/a><\/p>\n

Snipes, J., & Jacobson, A. (2021). Academic Mindsets and Behaviors, Prior Achievement, and the Transition to Middle School. REL 2022-123. In Regional Educational Laboratory West<\/em>. Regional Educational Laboratory West. https:\/\/eric.ed.gov\/?id=ED615451<\/a><\/p>\n

Stack, K., Symonds, J. E., & Kinsella, W. (2021). The perspectives of students with Autism Spectrum Disorder on the transition from primary to secondary school: A systematic literature review. Research in Autism Spectrum Disorders<\/em>, 84<\/em>. https:\/\/doi.org\/10.1016\/j.rasd.2021.101782<\/a><\/p>\n

Strand, G. M. (2022). \u00abVi blir ikke sett p\u00e5 som en viktig ressurs\u00bb – Foreldreinvolvering og skole-hjem samarbeid i overgangen [\u00abWe are not seen as an important resource” – Parental involvement and school-home collaboration during the transition to lower secondary school]. In M. Maugesten & K. Spernes (Ed.),[Overganger i skolen. Fra barnetrinnet til ungdomstrinnet. Transitions in school. <\/em>From primary to lower secondary school<\/em>] (pp. 167-182. Universitetsforlaget.<\/p>\n

Virtanen, T. E., R\u00e4ikk\u00f6nen, E., Engels, M. C., Vasalampi, K., & Lerkkanen, M.-K. (2021). Student engagement, truancy, and cynicism: A longitudinal study from primary school to upper secondary education. Learning and Individual Differences<\/em>, 86<\/em>, 101972. https:\/\/doi.org\/10.1016\/j.lindif.2021.101972<\/a><\/p>\n

Strand, G. M. (2021). Elevenes overgang til ungdomstrinnet \u2013 muligheter og utfordringer[Pupils’ transition to lower secondary school – opportunities and challenges]. In M.B. Postholm, P. Haug, R. J. Krumsvik & E. Munthe (Ed.), Elev i skolen 5-10 <\/em>(pp.\u00a0 21-40). Cappelen Damm Akademisk.<\/p>\n

Strand, G. M. (2020). Experiencing the transition to lower secondary school: Parents\u2019 voices. In K. Smith (Ed.), Validity and value of teacher education research <\/em>(pp. 73-90). Bergen: Fagbokforlaget.<\/p>\n

Strand, G. M. (2020). Supporting the transition to secondary school: The voices of lower secondary leaders and teachers. Educational Research, 62<\/em>(2), 129-145.
\nhttps:\/\/doi.org\/10.1080\/00131881.2020.1750305<\/a>\u00a0<\/u><\/p>\n

Strand, G. M. (2020). The transition to lower secondary school: Experiences and perspectives. <\/em>[Thesis: NTNU]. \u00a0<\/strong><\/p>\n

Packer, R., Thomas, A., Jones, C., & Watkins, P. <\/span>(2020).\u00a0<\/span>Voice<\/span>s<\/span> of Transition: sharing experiences from the primary school. <\/span>Education 3-13, 49(7),<\/span> 832-844.\u00a0<\/span><\/i><\/span>http:\/\/dx.doi.org\/10.1080\/03004279.2020.1805487<\/span><\/p>\n

Strand, G. M. (2019). Experiencing the transition to lower secondary school: Students\u2019 voices. International Journal of Educational Research, 97<\/em>, 13-21.
\nhttps:\/\/doi.org\/10.1016\/j.ijer.2019.06.009<\/a><\/p>\n

Hodgkin, K. (2018). Pupils\u2019 expectations and experiences of PE across the primary-secondary transition in South Wales.\u00a0Wales Journal of Education<\/em>, 20(1). https:\/\/doi.org\/10.16922\/wje.20.1.6<\/a><\/p>\n

Davies D., Davis, S., Egan, D. & Hodgkin, K. (2018). Transition from Primary to Secondary School and More Able and Talented (MAT) disadvantaged pupils: Evidence from South-east Wales.\u00a0Wales Journal of Education<\/em>, 20 (1), 93-113.https:\/\/doi.org\/10.16922\/wje.20.1.4<\/a><\/p>\n

Richardson, T. D., Jindal-Snape, D., & Hannah, E. F. S.\u00a0(2017).\u00a0Impact of Legislation on Post-School Transition Practice for young people with additional support needs in Scotland.\u00a0British Journal of Special Education<\/em>,\u00a044<\/em>(3), 239-256.\u00a0https:\/\/doi.org\/10.1111\/1467-8578.12178<\/a><\/span><\/p>\n

Skipper, Y., & Douglas, K. M. (2016). The impact of a selective entry examination on children’s feelings as they approach the transition to secondary school. British Educational Research Journal, 42<\/em>(6), 945\u2013961. https:\/\/doi.org\/10.1002\/berj.3242<\/a><\/p>\n

Hodgkin, K., Fleming, S., Beauchamp, G. & Bryant, A. (2013). Perception to Reality: Pupils\u2019 expectations and experiences of the primary-secondary school transition. Educational Futures [online]<\/em>, 6(1), 28-40. https:\/\/educationstudies.org.uk\/?p=1109<\/a><\/p>\n

Jindal-Snape, D. (2012). Portraying children\u2019s voices through creative approaches to enhance their transition experience and improve the transition practice, LEARNing Landscapes, 6(1), 223-240. Retrieved from http:\/\/www.learninglandscapes.ca\/current-issue<\/a><\/p>\n

Jindal-Snape, D., & Foggie, J. (2008). A holistic approach to primary-secondary transitions. Improving Schools, <\/em>11, 5-18.<\/p>\n

Jindal-Snape, D., & Miller, D.J. (2008). A challenge of living? Understanding the psycho-social processes of the child during primary-secondary transition through resilience and self-esteem theories. Educational Psychology Review,<\/em> 20, 217\u2013236.<\/em><\/p>\n

Jindal-Snape, D.,\u00a0<\/span>Douglas, W., Topping, K. J., Kerr, C. & Smith, E. F. (2006). Autistic spectrum disorders and primary-secondary transition. International Journal of Special Education<\/i>, 21(2), 18-31.<\/div>\n
http:\/\/www.internationalsped.com\/documents\/03Jindalsnape.doc<\/a><\/span><\/div>\n

 <\/p>\n

Primary-Secondary School Transitions Articles related to\u00a0Multiple and Multi-dimensional Transitions Theory<\/strong><\/span><\/h2>\n

Jindal-Snape, D., Bradshaw, P., Gilbert, A., Smith, N., & Knudsen, L. (2023). Primary\u2013secondary school transition experiences and factors associated with differences in these experiences: Analysis of the longitudinal Growing Up in Scotland dataset. Review of Education, 11, e3444. https:\/\/doi.org\/10.1002\/<\/a> rev3.3444<\/p>\n

Bagnall , C., & Jindal-Snape, D.\u00a0<\/strong>(2023).\u00a0Child self-report measures of primary-secondary transition experiences and emotional wellbeing: An international systematic literature review.\u00a0International Journal of Educational and Life Transitions,\u00a02(1), [4].\u00a0https:\/\/doi.org\/10.5334\/ijelt.35<\/a><\/p>\n

Strand, G.M. (2022). Overgangen til ungdomstrinnet. Elevenes opplevelser og hvordan vi kan st\u00f8tte dem [The transition to lower secondary school. The students\u2019 experiences and how we can support them]. Universitetsforlaget<\/p>\n

Jindal-Snape, D., Symonds, J. E., Hannah, E. F. S., & Barlow, W. (2021).\u00a0Conceptualising Primary-Secondary School Transitions: A Systematic Mapping Review of Worldviews, Theories and Frameworks.\u00a0Frontiers in Education<\/em>,\u00a06<\/em>, [540027].\u00a0https:\/\/doi.org\/10.3389\/feduc.2021.540027<\/p>\n

Jindal-Snape, D., Hannah, E. F. S., Cantali, D., Barlow, W., & MacGillivray, S. (2020). Systematic literature review of primary-secondary transitions: International research. Review of Education, 8(2), 526-566. https:\/\/doi.org\/10.1002\/rev3.3197<\/a><\/p>\n

Jindal-Snape, D., & Cantali, D.\u00a0(2019).\u00a0A four-stage longitudinal study exploring pupils\u2019 experiences, preparation and support systems during primary-secondary school transitions.\u00a0British Educational Research Journal<\/em>.\u00a0https:\/\/doi.org\/10.1002\/berj.3561<\/a><\/p>\n

<\/div>\n

IJELT Transitions Articles<\/span><\/h2>\n

You can access transitions articles published by the International Journal of Educational and Life Transitions here.<\/p>\n

International Journal of Educational and Life Transitions (dundee.ac.uk)\u00a0\u00a0<\/a><\/p>\n

See Primary-Secondary School Transitions collection.<\/p>\n

 <\/p>\n

 <\/p>\n

Image copyright: Divya Jindal-Snape<\/em><\/p>\n

Artwork: Ashling Larkin<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

Primary-Secondary Transitions Articles\u00a0 Hoffman, A. J., & Schacter, H. L. (2024). The promise of an identity-based self-affirmation intervention in protecting against self-esteem declines at the high school transition. Developmental Psychology. Advance online publication. https:\/\/doi.org\/10.1037\/dev0001789 Palmu, I. R., M\u00e4\u00e4tt\u00e4, S. J., N\u00e4rhi, V. M., & Savolainen, H. K. (2024). ADHD-symptoms and transition to middle school: The […]<\/p>\n","protected":false},"author":1,"featured_media":149,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[10,15,17,20,23,26,28,29,33,45,48,60,62,63,65,66,69,79],"tags":[],"class_list":["post-32","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-context","category-cultural-transitions","category-developmental-transitions","category-discourse","category-domain","category-educational-transitions","category-experience-of-transitions","category-familial-culture","category-health-transitions","category-multi-dimensional-transitions","category-multiple-transitions","category-professional-transitions","category-psychological-transitions","category-significant-others","category-social-transitions","category-spatial-transitions","category-theory","category-work-practices"],"blocksy_meta":[],"_links":{"self":[{"href":"https:\/\/sites.dundee.ac.uk\/transitions-community-library\/wp-json\/wp\/v2\/posts\/32","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sites.dundee.ac.uk\/transitions-community-library\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/sites.dundee.ac.uk\/transitions-community-library\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/sites.dundee.ac.uk\/transitions-community-library\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/sites.dundee.ac.uk\/transitions-community-library\/wp-json\/wp\/v2\/comments?post=32"}],"version-history":[{"count":0,"href":"https:\/\/sites.dundee.ac.uk\/transitions-community-library\/wp-json\/wp\/v2\/posts\/32\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/sites.dundee.ac.uk\/transitions-community-library\/wp-json\/wp\/v2\/media\/149"}],"wp:attachment":[{"href":"https:\/\/sites.dundee.ac.uk\/transitions-community-library\/wp-json\/wp\/v2\/media?parent=32"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/sites.dundee.ac.uk\/transitions-community-library\/wp-json\/wp\/v2\/categories?post=32"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/sites.dundee.ac.uk\/transitions-community-library\/wp-json\/wp\/v2\/tags?post=32"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}