Social–emotional competencies and psychological well‐being across secondary school transition.
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| Title: | Social–emotional competencies and psychological well‐being across secondary school transition. |
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| 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] |
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| Database: | Psychology and Behavioral Sciences Collection |
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