The Development of Multiple Domains of Child and Adolescent Self-Concept: A Cohort Sequential Longitudinal Design

Elementary through high school students participated in 12 waves of data collection over six years to assess the development of self-concept in social, developmental, and educational transitions. Positive changes in academic competence, social acceptance, and sports competence were seen from 3rd to 6th grade. There was a decline during the transition to middle school, but there was improvement in most areas during the transition into high school.