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Social–emotional competencies and psychological well-being across secondary school transition

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posted on 2025-04-15, 08:22 authored by Christopher ShumChristopher Shum, Samantha Dockray, Stephen GallagherStephen Gallagher, Jennifer Mc MahonJennifer Mc Mahon

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.

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British Journal of Developmental Psychology

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John Wiley & Sons Ltd

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  • Health Research Institute (HRI)

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  • Psychology

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