This study examined the changes in children’s social network and specific
self-perceptions during the transition from elementary school to junior high school
(JHS). The participants were 200 preadolescent children (104 girls, 96 boys).
Children’s self-perceptions (global self-worth, perceived academic
competence, and perceived social acceptance) and social network characteristics
(parents and peer-enacted support) were evaluated four consecutive times over a
2-year period. Despite a slight decrease in the size of children’s social
network after the transition, the passage into JHS had no negative impact on the
quality and functional aspects of their relationships with parents and school
friends. The school transition was instead associated with an intensification of
supportive relationships with school friends. Children’s perceived social
acceptance also increased suddenly after the JHS transition, while
children’s perceived scholastic competence decreased simultaneously during
that time. Children’s general self-esteem was then observed to decline
progressively over a longer period of time.
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