Developmental trajectories of event centrality and socio-emotional well-being after transition to high school
Developmental trajectories of event centrality and socio-emotional well-being after transition to high school
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DOI：
10.1111/bjdp.12333
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发表时间：
2020-04-04
影响因子：
2.3
通讯作者：
Iimura, Shuhei
中科院分区：
文献类型：
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作者：
Iimura, Shuhei
尽管从初中或初中到高中的过渡可能是青少年社会情绪发展的一个压力转折点，但个体差异对青少年社会情绪幸福感过渡的易感性的作用仍不清楚。目前的研究考察了高中过渡对学生身份或人生历程(即事件中心性)的核心程度与过渡后的社会情绪幸福感之间的发展关系。高中生，包括十年级到十二年级的学生(n=2265，M年龄1=15.9岁，SDage=0.9岁)，参加了为期一年的四波纵向调查，并完成了评估事件中心性和社会情绪幸福感的问卷。潜在成长曲线模型显示，在高中十年级到十二年级之间，事件中心性的发展轨迹存在个体差异。过渡的中心地位的提高与每个年级进步的社会情绪幸福感的改善密切相关。研究结果强调了在学校转变成为学生身份或人生历程转折点的程度上考察个体差异的价值。贡献陈述在这个主题上已知的是什么？青少年的社会情绪幸福感在学校转变后平均下降。事件中心性，转变对学生身份的核心程度，事件中心性与社会情绪幸福感有关。还没有研究对过渡后的事件中心性和幸福感进行纵向考察。本研究补充了什么？在10-12年级，事件中心性的发展存在个体差异。过渡事件中心性的增加与社会情绪幸福感的改善有关。发展研究人员必须考虑对过渡易感性的个体差异。
Although the transition from junior high or middle school to high school can be a stressful turning point for youth socio-emotional development, the role of individual differences in susceptibility to the transition in adolescents' socio-emotional well-being remains unclear. The current study examined the developmental relation between how central the high school transition is to a student's identity or life course (i.e., event centrality) and socio-emotional well-being after transition. High school students, including cohorts in tenth to twelveth grade (n = 2,265, M-age at Time 1 = 15.9 years, SDage = 0.9 years), participated in a four-wave longitudinal survey for a year and completed questionnaires assessing event centrality and socio-emotional well-being. Latent growth curve modelling revealed individual differences in the developmental trajectory of event centrality regarding high school transition across the tenth to twelveth grades. Increase in the centrality of transition was closely associated with improvement in socio-emotional well-being for each grade progression. Findings highlight the value of examining individual differences in the degree to which the school transition becomes a turning point in a student's identity or life course.Statement of contributionWhat is already known on the subject?Adolescents' socio-emotional well-being decreases on average after school transition.Event centrality, how central the transition is to student identity, is related to socio-emotional well-being.No study has examined event centrality and well-being after transition longitudinally.What the present study adds?Individual differences exist in the development of event centrality across grades 10-12.Increased event centrality of transition is associated with improved socio-emotional well-being.Development researchers must consider individual differences in susceptibility to the transition.