View in EDS HTML Full Text PDF Full Text

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

Saved in:
Bibliographic Details
Title: Social–emotional competencies and psychological well‐being across secondary school transition.
Authors: Shum, Christopher (AUTHOR), Dockray, Samantha (AUTHOR), Gallagher, Stephen (AUTHOR), McMahon, Jennifer (AUTHOR)
Source: British Journal of Developmental Psychology. Nov2025, Vol. 43 Issue 4, p922-942. 21p.
Subjects: Emotion regulation, High schools, Self-esteem testing, Statistical power analysis, Repeated measures design, Effect sizes (Statistics), Psychology of school children, Sample size (Statistics), Questionnaires, Psychological well-being, Maximum likelihood statistics, Descriptive statistics, Longitudinal method, Social skills, Transitional programs (Education), Social support, Data analysis software, Self-perception, Cognition, Regression analysis
Geographic Terms: Ireland
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. [ABSTRACT FROM AUTHOR]
Copyright of British Journal of Developmental Psychology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: pbh
DbLabel: Psychology and Behavioral Sciences Collection
An: 188520167
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Social–emotional competencies and psychological well‐being across secondary school transition.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Shum%2C+Christopher%22">Shum, Christopher</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Dockray%2C+Samantha%22">Dockray, Samantha</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Gallagher%2C+Stephen%22">Gallagher, Stephen</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22McMahon%2C+Jennifer%22">McMahon, Jennifer</searchLink> (AUTHOR)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22British+Journal+of+Developmental+Psychology%22">British Journal of Developmental Psychology</searchLink>. Nov2025, Vol. 43 Issue 4, p922-942. 21p.
– Name: Subject
  Label: Subjects
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Emotion+regulation%22">Emotion regulation</searchLink><br /><searchLink fieldCode="DE" term="%22High+schools%22">High schools</searchLink><br /><searchLink fieldCode="DE" term="%22Self-esteem+testing%22">Self-esteem testing</searchLink><br /><searchLink fieldCode="DE" term="%22Statistical+power+analysis%22">Statistical power analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Repeated+measures+design%22">Repeated measures design</searchLink><br /><searchLink fieldCode="DE" term="%22Effect+sizes+%28Statistics%29%22">Effect sizes (Statistics)</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology+of+school+children%22">Psychology of school children</searchLink><br /><searchLink fieldCode="DE" term="%22Sample+size+%28Statistics%29%22">Sample size (Statistics)</searchLink><br /><searchLink fieldCode="DE" term="%22Questionnaires%22">Questionnaires</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+well-being%22">Psychological well-being</searchLink><br /><searchLink fieldCode="DE" term="%22Maximum+likelihood+statistics%22">Maximum likelihood statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Longitudinal+method%22">Longitudinal method</searchLink><br /><searchLink fieldCode="DE" term="%22Social+skills%22">Social skills</searchLink><br /><searchLink fieldCode="DE" term="%22Transitional+programs+%28Education%29%22">Transitional programs (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Social+support%22">Social support</searchLink><br /><searchLink fieldCode="DE" term="%22Data+analysis+software%22">Data analysis software</searchLink><br /><searchLink fieldCode="DE" term="%22Self-perception%22">Self-perception</searchLink><br /><searchLink fieldCode="DE" term="%22Cognition%22">Cognition</searchLink><br /><searchLink fieldCode="DE" term="%22Regression+analysis%22">Regression analysis</searchLink>
– Name: SubjectGeographic
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Ireland%22">Ireland</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of British Journal of Developmental Psychology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=188520167
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1111/bjdp.12564
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 21
        StartPage: 922
    Subjects:
      – SubjectFull: Emotion regulation
        Type: general
      – SubjectFull: High schools
        Type: general
      – SubjectFull: Self-esteem testing
        Type: general
      – SubjectFull: Statistical power analysis
        Type: general
      – SubjectFull: Repeated measures design
        Type: general
      – SubjectFull: Effect sizes (Statistics)
        Type: general
      – SubjectFull: Psychology of school children
        Type: general
      – SubjectFull: Sample size (Statistics)
        Type: general
      – SubjectFull: Questionnaires
        Type: general
      – SubjectFull: Psychological well-being
        Type: general
      – SubjectFull: Maximum likelihood statistics
        Type: general
      – SubjectFull: Descriptive statistics
        Type: general
      – SubjectFull: Longitudinal method
        Type: general
      – SubjectFull: Social skills
        Type: general
      – SubjectFull: Transitional programs (Education)
        Type: general
      – SubjectFull: Social support
        Type: general
      – SubjectFull: Data analysis software
        Type: general
      – SubjectFull: Self-perception
        Type: general
      – SubjectFull: Cognition
        Type: general
      – SubjectFull: Regression analysis
        Type: general
      – SubjectFull: Ireland
        Type: general
    Titles:
      – TitleFull: Social–emotional competencies and psychological well‐being across secondary school transition.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Shum, Christopher
      – PersonEntity:
          Name:
            NameFull: Dockray, Samantha
      – PersonEntity:
          Name:
            NameFull: Gallagher, Stephen
      – PersonEntity:
          Name:
            NameFull: McMahon, Jennifer
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 11
              Text: Nov2025
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 0261510X
          Numbering:
            – Type: volume
              Value: 43
            – Type: issue
              Value: 4
          Titles:
            – TitleFull: British Journal of Developmental Psychology
              Type: main
ResultId 1