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Prospective Study of Changes in Global Self-Worth and Strain During the Transition to Middle School

Loyola College in Maryland

An integrative model of the stress process in early adolescence during the transition to middle school was examined in this prospective study. In the model, student role strain (both peer and school work strain) was hypothesized to predict changes in feelings of self-worth, with perceived competence (social and scholastic) and social support (from close friends, parents, and teachers) serving as moderators of the relation. Reciprocal relations also were hypothesized. Results of prospective analyses showed support for the negative effects both of peer and school strain on changes in feelings of self-worth, as well as a role for perceived social competence and social support from close friends as moderators of this type of relation. Reciprocal influences of perceived competence, social support, and feelings of self-worth on levels of strain also were evident individually and in interaction with one another.

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