Associations between Adolescents’ Interpersonal Relationships, School Well-being, and Academic Achievement during Educational Transitions
Kiuru, N., Wang, M.-T., Salmela-Aro, K., Kannas, L., Ahonen, T., & Hirvonen, R. (2020). Associations between Adolescents’ Interpersonal Relationships, School Well-being, and Academic Achievement during Educational Transitions. Journal of Youth and Adolescence, 49(5), 1057-1072. https://doi.org/10.1007/s10964-019-01184-y
Julkaistu sarjassa
Journal of Youth and AdolescenceTekijät
Päivämäärä
2020Tekijänoikeudet
© 2020 the Author(s)
A youth's ability to adapt during educational transitions has long-term, positive impacts on their academic achievement and mental health. Although supportive relationships with parents, peers, and teachers are protective factors associated with successful educational transitions, little is known about the reciprocal link between the quality of these interpersonal relationships and school well-being, with even less known about how these two constructs affect academic achievement. This longitudinal study examined how the quality of interpersonal relationships and school well-being worked together to affect academic achievement during the transition from primary school to lower secondary school. Data were collected from 848 Finnish adolescents (54% girls, mean age at the outset 12.3 years) over the course of sixth and seventh grade. The results support a transactional model illustrating the reciprocal associations between the quality of interpersonal relationships and school well-being during the transition to lower secondary school. As such, the presence of high quality interpersonal relationships promoted higher academic achievement through increased school well-being, whereas high school well-being promoted higher subsequent academic achievement through increased quality of interpersonal relationships. Overall, the results suggest that promoting learning outcomes and helping adolescents with challenges during educational transitions is a critical part of supporting school well-being and the formation of high-quality interpersonal relationships.
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Julkaisija
SpringerISSN Hae Julkaisufoorumista
0047-2891Asiasanat
Julkaisu tutkimustietojärjestelmässä
https://converis.jyu.fi/converis/portal/detail/Publication/34142223
Metadata
Näytä kaikki kuvailutiedotKokoelmat
Rahoittaja(t)
Suomen AkatemiaRahoitusohjelmat(t)
Tutkijatohtori, SA; Akatemiahanke, SALisätietoja rahoituksesta
This study forms part of the STAIRWAY-From Primary School to Secondary School Study (Ahonen & Kiuru, 2013). The study was funded by grants from the Academy of Finland (#266851, 294970). Open access funding provided by University of Jyväskylä (JYU).Lisenssi
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