Thumbnail Image
Item

Identity development across the transition from primary to secondary school: The role of personality and the social context

Moor,Elisabeth L. De
; 
Graaff,Jolien Van der
; 
Branje,Susan
Abstract
The secondary school transition may be important for identity change. We investigated identity change and subgroups therein, and whether personal and environmental factors explain subgroup membership. Data was used from four timepoints across the last year of primary and first year of secondary school from 241 adolescents (Mage = 11.6, range 10.5–12.8). Identity change was generally in the direction of higher pre-transition commitment and lower post-transition commitment and exploration, with most change as well as differences therein manifesting post-transition. Neuroticism and best friend support did not predict group membership; parental support predicted more adaptive change. These findings suggest educational identity change around the transition and especially during its runup is relatively normative, with strong expectations of how adolescents should change.
Description
The INTRANSITION data collection and De Moor and Branje were supported by the European Research Council under grant ERC-2017-CoG-773023 INTRANSITION.
Date
2023
Journal Title
Journal ISSN
Volume Title
Publisher
Collections
Tilburg University Research Output Collection
Show all metadata
Files
Thumbnail Image
DP_d_Moor_identity_development_across_the_transition_from_primary_to_secondary_school_SaI_2023.pdf
Adobe PDF, 1.2 MB
Research Projects
Organizational Units
Journal Issue
Keywords
Adolescence, identity, neuroticism, primary to secondary school transition, social support
Citation
Moor, E L D, Graaff, J V D & Branje, S 2023, 'Identity development across the transition from primary to secondary school : The role of personality and the social context', Self and Identity, vol. 22, no. 5, pp. 762-782. https://doi.org/10.1080/15298868.2023.2196087
URI
https://hdl.handle.net/20.500.14602/79033
Embedded videos