SELF-CONCEPT AND SELF-EVALUATION IN THE TRANSITION FROM PRIMARY TO LOWER SECONDARY EDUCATION

Year 2014, Volume: 1 , 420 - 426, 01.09.2014

Pranvera Kraja

Abstract

In this article I’ll present theoretical concepts and
empirical results of self-concept and self-esteem of the children in transition
from primary school to lower secondary education (LSE). Through the evidences from research literature, this article, aims to
provide answers to such questions: How and what aspects of self-concept and
self-esteem of children develop and change during childhood and adolescence?
Is there a correlation between levels of self-concept and self-assessment that
the child has for him and his academic achievements? Why is it important to maintain high levels of self-concept and
self-esteem of the child for the life in general, and for the school life in
particular? Studies of the last two decades have shown that changes in
self-concept and self-esteem of the child are strongly correlated with pupils’
academic achievements. Keeping positive levels
of self-concept and self-esteem, would facilitate the difficulties of the
child's adjustment at the new school.

Keywords

School transition, self-concept, self-esteem, impact, lower secondary education

References

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