Pupil mental health, concerns and expectations about secondary school as predictors of adjustment across the transition to secondary school: A longitudinal multi-informant study
| Autor: | Norah Frederickson, Victoria Powell, Frances Rice, Lucy Riglin, Terry Ng-Knight, Graham Moore, Katherine Helen Shelton, I Chris McManus |
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| Jazyk: | angličtina |
| Rok vydání: | 2021 |
| Předmět: |
Longitudinal study
Apprehension Transition (fiction) 05 social sciences education Psychological intervention 050301 education Loneliness Mental health Pupil Education Developmental psychology Developmental and Educational Psychology medicine 0501 psychology and cognitive sciences medicine.symptom Association (psychology) Psychology 0503 education 050104 developmental & child psychology |
| ISSN: | 1866-2625 |
| Popis: | The transition from primary to secondary schooling is challenging and involves a degree of apprehension. The extent to which pre-existing mental health difficulties, as well as pupil, parent, and teacher concerns and expectations about secondary school predict adaptation to secondary school, is unclear. In a three-wave, prospective longitudinal study, we examined associations between pre-transition concerns and expectations about moving to secondary school with mental health difficulties and demographic factors. We then evaluated whether these constructs predicted multiple indicators of adaptive pupil functioning at the end of the first year of secondary school (academic attainment, classmate behaviour rating, school liking and loneliness at school). We found children’s concerns reduced across the transition period. Concurrent associations were identified between both concerns about secondary school and lower parent and teacher expectations that children would settle in well at secondary school, with mental health difficulties and special educational needs. Investigating associations with multiple indicators of adaptive functioning at secondary school, multivariable regression analyses controlling for a range of baseline factors (e.g. special educational needs), found children’s concerns about secondary school to be specifically associated with loneliness. In contrast, children’s mental health difficulties and both parent and teacher expectations of how well children would settle into secondary school were associated with a wider range of indicators of adaptive functioning at secondary school. When examining all predictors simultaneously, primary school teacher expectations showed longitudinal association with a wide range of indicators of successful transition. These findings suggest that assessing primary school teacher expectations may be useful for monitoring and supporting pupils through this transition period and could usefully inform school-based interventions to support transition and mental health. |
| Databáze: | OpenAIRE |
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