Changes in student perceptions over the first year of high school and the interrelations of student and student-reported mother, father, and teacher perceptions form the basis of this study. Self- and task-perceptions as well as utility judgments are measured in two subject domains, mathematics and English, since the transition to high school has been found to impact negatively on students' self-concepts in both these domains. Participants (N=365) are from 3 coeducational schools in metropolitan Sydney (Australia) matched for socioeconomic status. Findings of declines in student perceptions across the seventh grade are discussed in terms of domain specificity, as well as within a developmental mismatch framework for contextual school factors and mediating parent and teacher influences as they relate to changes in student perceptions and beliefs over the course of the first year at high school. Major implications derived relate to the contextualization of student perceptions within each subject domain and explanations for the stability or instability of varying perceptions over time, according to student gender and level of achievement, and their relation to reported perceptions of significant others. (Contains 3 tables, 7 figures, and 42 references.) (Author/SLD)