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Social–emotional competencies and psychological well-being across secondary school transition
Date
Abstract
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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Description
Publisher
John Wiley & Sons Ltd
Citation
British Journal of Developmental Psychology
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Funding Information
Sustainable Development Goals
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Type
Article
Rights
https://creativecommons.org/licenses/by-nc-sa/4.0/