TRANSITION IN THE FINAL YEARS OF ELEMENTARY SCHOOL: INTEGRATIVE REVIEW ON THE LITERATURE

Cassoni, Cynthia; Penna-de-Carvalho, Aline; Leme, Vanessa Barbosa Romera; Marturano, Edna Maria; Fontaine, Anne Marie

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Psicologia Escolar e Educacional

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PAPER • Psicol. Esc. Educ. 25 • 2021 • https://doi.org/10.1590/2175-35392021225301 copy

TRANSITION IN THE FINAL YEARS OF ELEMENTARY SCHOOL: INTEGRATIVE REVIEW ON THE LITERATURE

Authorship SCIMAGO INSTITUTIONS RANKINGS

ABSTRACT

The theme of transition in Elementary School is of interest to development researchers, who seek to identify its effects on students’ intra- and interpersonal school adjustment. In order to map out the scientific production on the repercussions of the transition from the early to the late years of Elementary School on the students’ socio-emotional and academic development, an integrative literature review was carried out, from 2013 to June 2018, in the SciELO, PsycINFO, ERIC and Science Direct databases. Through inclusion and exclusion criteria, 30 articles were incorporated and analyzed from the perspective of protection/risk to development. Most studies investigated protective/risk factors together, with a predominance of contextual protective factors. Positive outcomes stood out in the transition to the final years of elementary school. The risk/protection perspective proved to be relevant for the integration of results, showing that school transition is a dynamic and multifaceted phenomenon.

Keywords:
school transition; integrative review; risk/protection factors

Categories	Variables (N)	Total N (%)
Protection Factors
Personal	Academic performance/competence (n=4); physical self-concept/body image (n=3); physical coordination and competence (n=2); affection/emotional engagement (n=2); self-esteem (n=2); personality, conscientiousness, and agreeability. (n=1); cortisol (n=1).	15 (37,5%)
Contextual Factors	Social support by teachers and peers (n=5); satisfaction/school engagement (n=5); orientation/parental commitment/positive practices (n=3); income and maternal level of school education (n=3); relation of attachment with family and community (n=1).	17 (42,5%)
Both	Social skills; self-efficacy and orientation/ parental commitment (n=1); academic self-concept; relation/support by peers and school satisfaction (n=1); academic performance; body image; teacher support; classroom environment with a focus on orientation and innovation; pro-social behavior; school performance and positive parental practices (n=1); academic competence; reaching goals and attachment relations (n=1); pro-social commitment; social skills; reaching goals; beliefs; academic performance; relation of attachment to family/ community and connection/ engagement with school (n=1); well-being; support by friends; satisfaction with life/school and family support (n=1); academic competence and connection/engagement with school (n=1).	8 (20%)
Total		40
Risk Factors
Personal	General anxiety regarding school tasks (n=5); desmotivation/lack of effort (n=2); behavior/conduct problems (n=2); negative effect (n=1); depression symptoms (n=1); school preoccupations (n=1).	12 (48%)
Contextual	Negative life events and multiple transitions (n=3); income (n=2); disruptive behaviors by peers in the classroom (n=1); classroom environment with a focus on competition (n=1).	7 (28%)
Both	Puberty and classrooom environment focused on competition (n=1); puberty; hyperactivity; emotional symptoms; behavioral problems; negative parental parentes and problems with mates (n=1); ethnicity; age; delinquency; Family adversity and previous retention (n=1); chronic diseases; hyperactivity; obesity; special necessities and income (n=1); puberty and transition (n=1); anxiety; gender, ethnicity and type of school (n=1).	6 (24%)
Total		25

Outcomes	Variables (N)	N (%)
Positive Outcomes	Social support, acceptance by peers (n=4); school environment /engagement (n=4); academic performance/competence (n=4); self-concept, self-control, self-esteem, and self-confidence (n=4); well-being and mental health (n=2); reaching goals (n=1); social skills (n=1); decrease in the index of body mass (n=1).	21 (61,7%)
Negative Outcomes	Depression, anxiety, and negative self-perception (n=3); victimization and exclusion by peers (n=2); externalizing behavioral problems (n=2); decline in protection factors (n=1); school evasion (n=1).	9 (26,4%)
Positive and negative Outcomes	Academic self-concept; relations among peers; school satisfaction and academic anxiety (n=1); decline in self-concept and improvement in academic performance (n=1); control and perceived competence; depression and behavioral problems (n=1); school performance; connection with the school; depression symptoms; conduct problems; anxiety; anxiety regarding school tasks and school preoccupations (n=1)	4 (11,7%)
Total		34

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