The transition from primary to secondary education is one of the most stressful events in a young person’s life (Zeedyk et al, 2003) and can have a negative impact on psychological wellbeing and academic achievement One explanation for these negative impacts is that the transition coincides with early adolescence, a period during which certain psychological disorders (ie, anxiety disorders) become more salient (Kessler et al, 2005) and marked social, biological, and psychological development occurs (Anderson, Jacobs, Schramm, & Splittgerber, 2000) This review evaluates the existing literature on the psychological and academic impacts of the transition to secondary education on young adolescents We examine the factors that plausibly increase or mitigate the risk of developing mental health issues and/or a decline in academic performance during the transition to secondary education We also review the interplay between psychological health and academic achievement across and beyond the transition We conclude with a summary of what schools and parents can learn from these findings to support children in a successful transition into secondary education

A Review of the Academic and Psychological Impact of the Transition to Secondary Education

This article is accompanied by the following guide: Jindal‐Snape, D., Hannah, E. F. S., Cantali, D., Barlow, W. & Macgillivray, S. (2020) Context and Implications Document for: Systematic Literature Review of Primary‒Secondary Transitions: International Research https://doi.org/10.1002/rev3.3198 Acknowledgement We would like to acknowledge the contribution of Dr Evelyn Bowes (Scottish Government). Funding This study was funded by the Scottish Government and the paper is partially based on the report written for them.

/pdf/systematic-literature-review-of-primary-secondary-1dxob413jn.pdf

Systematic literature review of primary‒secondary transitions: International research

We tested an assessment model, by which teacher self-efficacy, perceived school climate, and psychological wellbeing at work, might predict teaching enjoyment. We invited a convenience sample of 355 teachers of English as a foreign language (EFL) to respond to four online questionnaires. We used confirmatory factor analysis (CFA) to check the scales' construct validity and structural equation modeling (SEM) to test associations among the variables. Our results showed that teacher self-efficacy, perceived school-climate, and psychological wellbeing were direct predictors of foreign language teaching-enjoyment (FLTE). Teacher self-efficacy affected FLTE indirectly, as induced by psychological well-being. School climate also indirectly influenced FLTE, as mediated by teacher self-efficacy and psychological wellbeing, with school climate a direct predictor of teacher self-efficacy and psychological wellbeing. Teacher self-efficacy directly affected psychological wellbeing. We discuss implications of these findings for teacher-education programs. 

https://journals.sagepub.com/doi/pdf/10.1177/00315125231182269

Predicting Teaching Enjoyment from Teachers’ Perceived School Climate, Self-Efficacy, and Psychological Wellbeing at Work: EFL Teachers

Considerable past classroom learning environment research has focused on the primary and secondary levels of education and the subject areas of science and mathematics. The current study is distinctive in its focus on university business statistics learning environments. For the first time, we validated and applied the widely-used What Is Happening In this Class? (WIHIC) questionnaires among tertiary statistics students. With a sample of 375 students from 12 university statistics classes, we furnished evidence to support the WIHIC’s factor structure, internal consistency reliability, predictive validity (in terms of associations with two types of statistics anxiety) and discriminant validity (in terms of differentiating between three ethnic groups). Limitations, contributions and suggestions for future research are discussed.

Validity and use of the What Is Happening In this Class? (WIHIC) questionnaire in university business statistics classrooms

Abstract This study presents the findings from a systematic review of literature (1990–2020) of mathematics and science transition from primary to secondary education. The purpose of this review was to explore factors that influence students’ experiences of mathematics and science transition from primary to secondary school, implications of these experiences and measures that have been used to support students during these transitions. In total, 73 publications related to mathematics transition and 47 publications related to science transition were analysed. Synthesis of findings identified three factors, namely student self-regulation, school and academic related, and social factors that contribute to shaping students’ positive or negative experiences of mathematics and science transitions. The review findings suggest that no single factor can be attributed to influence students’ experiences of mathematics and science transition and an interplay between various factors contributes to these experiences. The implications of difficult transition experiences were identified as shifts in students’ academic achievement, attitudes towards mathematics and science and constructs related to identity development. Recommendations for future research are proposed to address gaps identified in current literature. 

/pdf/mathematics-and-science-across-the-transition-from-primary-2ohjkw9n.pdf

Mathematics and science across the transition from primary to secondary school: a systematic literature review

Past research has revealed that, relative to primary-school students, high-school students have less-positive attitudes to mathematics and perceive their classroom environments and teacher–student relationships less favourably. This study involved the transition experience of 541 students in 47 classes in 15 primary (year 7) and secondary (year 8) government and Catholic schools in metropolitan and regional South Australia. Scales were adapted from three established instruments, namely, the What Is Happening In this Class?, Test of Mathematics Related Attitudes and Revised Mathematics Anxiety Ratings Scale, to identify changes across the transition from primary to secondary school in terms of the classroom learning environment and students’ attitude/anxiety towards mathematics. Relative to year 7 students, year 8 students reported less Involvement, less positive Attitude to Mathematical Inquiry, less Enjoyment of Mathematics and greater Mathematics Anxiety. Differences between students in Years 7 and 8 were very similar for male and female students, although the magnitude of sex differences in attitudes was slightly different in Years 7 and 8.

/pdf/learning-environment-attitudes-and-anxiety-across-the-uxeoeso7bn.pdf

Learning environment, attitudes and anxiety across the transition from primary to secondary school mathematics

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Learning environment, attitudes and anxiety across the transition from primary to secondary school mathematics