Eén ding tegelijk? Transities, structuur en zelfwaardering binnen het voortgezet onderwijs.
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This article investigates whether school environmental stability could serve as a protective factor against developing self-esteem variability in adolescents. Theoretical and applied hypotheses were tested. Method: Participants were 65 adolescents divided into three groups according to their educational needs. Perceived school structure, perceived social support, achievement motivation, self-esteem and self-esteem variability were measured. Self-esteem variability was measured by calculating the standard deviation of self-ratings made during a week of experience- sampling. Results: A strong external structuring factor was found. Self-esteem variability was predicted by perceived school structure, perceived social support and level of self-esteem. No differences were found in self-esteem variability between the conditions. Exploratory analyses report different ways in which external and internal structuring factors are involved in predicting self-esteem variability. Conclusion: Results indicate a difference in the ways structuring factors influence self-esteem and self-esteem variability. Within the temporary special education program specifically positive outcomes are found for perceived parental support. Within the special education program negative outcomes are found for perceived peer structure, and perceived social support seems to be the main stabilising factor contributing to self-esteem stability. Contributions of this study to work on further research are discussed.