{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/79811"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/79811","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Students' Adjustment Over the Transition to Middle School: The Role of Caregiver and Teacher Attachments","abstract":"Structural equation modeling (SEM) was used to evaluate a model of students' adjustment over the transition from elementary school to middle school. A secure attachment to one's primary caregiver and a secure attachment to one's elementary schoolteacher were hypothesized to predict perceived self-competence and better adjustment over the transition. Perceived self-competence was also hypothesized to predict better adjustment over the transition. Results indicated that a secure attachment to one's primary caregiver predicted perceived self-competence, yet none of the other hypotheses were supported. Moreover, students reported decreases in psychological symptomatology and aggressive behaviors over the transition. These findings highlight the powerful influence of caregivers and caution us from assuming that the transition will lead to negative outcomes for all students.","abstract_html":"Structural equation modeling (SEM) was used to evaluate a model of students' adjustment over the transition from elementary school to middle school. A secure attachment to one's primary caregiver and a secure attachment to one's elementary schoolteacher were hypothesized to predict perceived self-competence and better adjustment over the transition. Perceived self-competence was also hypothesized to predict better adjustment over the transition. Results indicated that a secure attachment to one's primary caregiver predicted perceived self-competence, yet none of the other hypotheses were supported. Moreover, students reported decreases in psychological symptomatology and aggressive behaviors over the transition. These findings highlight the powerful influence of caregivers and caution us from assuming that the transition will lead to negative outcomes for all students.","abstract_has_math":false,"creators":["VanBoven, Amy Marie"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Espelage, Dorothy L."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-25T19:53:49Z","date_published":"2015-09-25T19:53:49Z","updated_at":"2026-07-22T22:26:13Z","subjects":["Education, Educational Psychology"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI3153447"],"render_values":[{"text":"(MiAaPQ)AAI3153447","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/79811","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Espelage, Dorothy L."]},{"key":"dc:creator","label":"Author","values":["VanBoven, Amy Marie"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-09-25T19:53:49Z","10000-01-01","2004"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Educational Psychology"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/79811","(MiAaPQ)AAI3153447"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Structural equation modeling (SEM) was used to evaluate a model of students' adjustment over the transition from elementary school to middle school. A secure attachment to one's primary caregiver and a secure attachment to one's elementary schoolteacher were hypothesized to predict perceived self-competence and better adjustment over the transition. Perceived self-competence was also hypothesized to predict better adjustment over the transition. Results indicated that a secure attachment to one's primary caregiver predicted perceived self-competence, yet none of the other hypotheses were supported. Moreover, students reported decreases in psychological symptomatology and aggressive behaviors over the transition. These findings highlight the powerful influence of caregivers and caution us from assuming that the transition will lead to negative outcomes for all students.","Made available in DSpace on 2015-09-25T19:53:49Z (GMT). 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A secure attachment to one's primary caregiver and a secure attachment to one's elementary schoolteacher were hypothesized to predict perceived self-competence and better adjustment over the transition. Perceived self-competence was also hypothesized to predict better adjustment over the transition. Results indicated that a secure attachment to one's primary caregiver predicted perceived self-competence, yet none of the other hypotheses were supported. Moreover, students reported decreases in psychological symptomatology and aggressive behaviors over the transition. These findings highlight the powerful influence of caregivers and caution us from assuming that the transition will lead to negative outcomes for all students.","Made available in DSpace on 2015-09-25T19:53:49Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 3153447.pdf: 4872452 bytes, checksum: d6883f4a4f2b9dae74b3f57a31a8964e (MD5) Previous issue date: 2004","Embargo set by: Seth Robbins for item 81093 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","109 p.","Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2004."],"dc:identifier":["http://hdl.handle.net/2142/79811","(MiAaPQ)AAI3153447"],"dc:language":["eng"],"dc:subject":["Education, Educational Psychology"],"dc:title":["Students' Adjustment Over the Transition to Middle School: The Role of Caregiver and Teacher Attachments"],"dc:type":["text"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:26:13Z"}