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dc.contributor.authorKiuru, Noona
dc.contributor.authorWang, Ming-Te
dc.contributor.authorSalmela-Aro, Katariina
dc.contributor.authorKannas, Lasse
dc.contributor.authorAhonen, Timo
dc.contributor.authorHirvonen, Riikka
dc.date.accessioned2020-01-20T08:30:24Z
dc.date.available2020-01-20T08:30:24Z
dc.date.issued2020
dc.identifier.citationKiuru, 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. <i>Journal of Youth and Adolescence</i>, <i>49</i>(5), 1057-1072. <a href="https://doi.org/10.1007/s10964-019-01184-y" target="_blank">https://doi.org/10.1007/s10964-019-01184-y</a>
dc.identifier.otherCONVID_34142223
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/67373
dc.description.abstractA 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.en
dc.format.mimetypeapplication/pdf
dc.languageeng
dc.language.isoeng
dc.publisherSpringer
dc.relation.ispartofseriesJournal of Youth and Adolescence
dc.rightsCC BY 4.0
dc.subject.otheracademic achievement
dc.subject.otherearly adolescence
dc.subject.othereducational transition
dc.subject.otherinterpersonal relationships
dc.subject.otherschool well-being
dc.titleAssociations between Adolescents’ Interpersonal Relationships, School Well-being, and Academic Achievement during Educational Transitions
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202001201313
dc.contributor.laitosLiikuntatieteellinen tiedekuntafi
dc.contributor.laitosPsykologian laitosfi
dc.contributor.laitosFaculty of Sport and Health Sciencesen
dc.contributor.laitosDepartment of Psychologyen
dc.contributor.oppiaineTerveyskasvatusfi
dc.contributor.oppiainePsykologiafi
dc.contributor.oppiaineHealth Promotion and Health Educationen
dc.contributor.oppiainePsychologyen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.format.pagerange1057-1072
dc.relation.issn0047-2891
dc.relation.numberinseries5
dc.relation.volume49
dc.type.versionpublishedVersion
dc.rights.copyright© 2020 the Author(s)
dc.rights.accesslevelopenAccessfi
dc.relation.grantnumber294970
dc.relation.grantnumber266851
dc.subject.ysohenkinen hyvinvointi
dc.subject.ysonuoret
dc.subject.ysoyläkoulu
dc.subject.ysoihmissuhteet
dc.subject.ysovarhaisnuoret
dc.subject.ysoopintomenestys
dc.subject.ysoalakoulu
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p1946
jyx.subject.urihttp://www.yso.fi/onto/yso/p11617
jyx.subject.urihttp://www.yso.fi/onto/yso/p21292
jyx.subject.urihttp://www.yso.fi/onto/yso/p6936
jyx.subject.urihttp://www.yso.fi/onto/yso/p13493
jyx.subject.urihttp://www.yso.fi/onto/yso/p8586
jyx.subject.urihttp://www.yso.fi/onto/yso/p21828
dc.rights.urlhttps://creativecommons.org/licenses/by/4.0/
dc.relation.doi10.1007/s10964-019-01184-y
dc.relation.funderResearch Council of Finlanden
dc.relation.funderResearch Council of Finlanden
dc.relation.funderSuomen Akatemiafi
dc.relation.funderSuomen Akatemiafi
jyx.fundingprogramPostdoctoral Researcher, AoFen
jyx.fundingprogramAcademy Project, AoFen
jyx.fundingprogramTutkijatohtori, SAfi
jyx.fundingprogramAkatemiahanke, SAfi
jyx.fundinginformationThis 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).
dc.type.okmA1


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