Taylor, Emma; (2000) The role of primary school children's schemas in predicting their reaction to secondary school transition. Doctoral thesis (D.Clin.Psy.), UCL (University College London).

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Abstract

This study examines the impact of children's mental representations of peer relationships, or relational schemas, upon secondary school transition. Research has shown that children's schemas are related to both internalising and externalising problems (Crick & Dodge, 1994; Rudolph, Hammen & Burge, 1997). However, little research explores the causality of the relationship between children's schemas and mood. Secondary school transition is problematic for children, leading to short term reductions in self esteem (e.g. Wigfield et al., 1991), but little yet is known about the psychological characteristics that affect this adjustment process. This prospective study added to the research literature by examining whether peer schema assessed in primary school either mediated or moderated future emotional and behavioural difficulties experienced in secondary school. Forty four children were assessed in their last term of primary school, and twice in their first term of one inner city secondary school. Primary and secondary school teachers provided ratings of classroom behaviour and emotional well being, and standardised measures of academic achievement were obtained from schools. There was no evidence of children's problems increasing after transition to secondary school. There was no evidence for schema mediating or moderating emotional and behavioural difficulties. The results are discussed in relation to literatures concerning schemas, coping and secondary school transition.

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