Social–emotional competencies and psychological well-being across secondary school transition
This study profiled the association between social– emotional competencies, psychological well-being (PWB), and secondary/middle school transition. Analysis drew from 233 sixth-class/sixth-grade students aged 11–13 years who completed measures of emotion regulation, perceived social support, self-esteem, and PWB at baseline and 1-month follow-up in primary school, and at 6-month follow-up post-secondary school transition. COVID-19 school closures, school socioeconomic status and gender were examined as moderators. Repeated-measures multi-level models revealed a significant decline in boys' emotional suppression use, an increase in boys' self-esteem, and a decline in girls' PWB across the transition. Further, perceived social support, self-esteem, and gender were significant predictors of post transition PWB while controlling for baseline PWB. This highlights the importance of enhancing social support and self-esteem across secondary school transition and considering gender differences in school transition effects. Policymakers should consider interventions that bolster these factors during this critical developmental phase.
History
Publication
British Journal of Developmental PsychologyPublisher
John Wiley & Sons LtdAlso affiliated with
- Health Research Institute (HRI)
External identifier
Department or School
- Psychology