SELF to Self-Management: Testing Social Empowerment as a Metaphorical Life Raft for Transition into Junior High

Self-management plays an important role for students transitioning from elementary to secondary school, and yet many enter junior high lacking this ability. Although the problem is well known, there are limited theoretical models to inform adequate intervention. We tested the Socially Empowered Learning Framework (SELF) as a model for instructional design, asking if contexts associated with increased social empowerment create conditions for acquiring ability in self-management. We proposed that when social empowerment is established across a group there will be a positive association with individual levels of self-management within the group. To test this, we used a two-wave correlational pretest–posttest design with international data from 691 students. Findings from linear regression analyses support our hypothesis. Specifically, we found that social empowerment and self-management were significantly positively associated, with the greatest effect seen in students with low levels of self-management early in the year. Implications for theory and practice are discussed with recommendations for teacher effectiveness and student success.