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

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.