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Action-control beliefs and behaviors as predictors of change in adjustment across the transition to middle school

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Vanlede, M Little, TD Card, NA

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.

Document type Article de périodique (Journal article) – Article de recherche
Publication date 2006
Language Anglais
Journal information "Anxiety, Stress and Coping" - Vol. 19, no. 2, p. 111-127 (2006)
Peer reviewed yes
Publisher Taylor & Francis Ltd (Abingdon)
issn 1061-5806
e-issn 1477-2205
Publication status Publié
Affiliation UCL
Keywords action-control behaviors ; action-control beliefs ; adjustment ; coping ; longitudinal growth modeling ; middle school transition
Links
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Bibliographic reference Vanlede, M ; Little, TD ; Card, NA. Action-control beliefs and behaviors as predictors of change in adjustment across the transition to middle school. In: Anxiety, Stress and Coping, Vol. 19, no. 2, p. 111-127 (2006)
Permanent URL http://hdl.handle.net/2078.1/38824