[article]
| Titre : |
Well-being decline during adolescence: school transition as a predominant driver beyond age progression |
| Type de document : |
texte imprimé |
| Auteurs : |
Mi ZHOU, Auteur ; Carol MAHER, Auteur ; Sally BRINKMAN, Auteur ; Juliette COOLS, Auteur ; Dorothea DUMUID, Auteur |
| Article en page(s) : |
p.1513-1524 |
| Langues : |
Anglais (eng) |
| Mots-clés : |
Primary-to-secondary school transition well-being student moderation analysis longitudinal analysis |
| Index. décimale : |
PER Périodiques |
| Résumé : |
Background The transition from primary-to-secondary school significantly impacts students' well-being. However, existing research provides limited insight into the long-term impact of school transition on well-being, and no studies have disentangled age-related changes from transition-specific effects. This study leverages a natural experiment, where an educational reform resulted in two different age cohorts transitioning simultaneously, to disentangle age effects from transition effects on student well-being. Methods This study analyzed longitudinal data from the Well-being and Engagement Collection census (2019?2025) in South Australia. Participants were two cohorts of students who simultaneously started secondary school in 2022: one transitioning at Year 7 and the other at Year 8. Well-being was measured across eight domains. Linear mixed-effects regression models examined transition effects and tested interactions with sociodemographic factors. Results A total of 20,910 participants (Male: 52.1%, Age in 2019: 9.7?±?0.6) contributing 104,800 observations (5.0 responses/participant) across the 7?years were included. In the first 2?years post-transition, well-being experienced adverse changes across all domains (marginal effects for positively-worded measures: ?0.44 to ?0.18; negatively-worded measures: 0.08 to 0.13). The largest declines were observed in cognitive engagement (?0.44) and perseverance (?0.31). Younger and older cohorts experienced similar adverse changes; however, the younger cohort showed a larger well-being decline in the second-year post-transition. Females experienced more pronounced declines than males. The well-being decline among students residing in remote and very remote areas persisted until the third year after the transition. Conclusions School transitions negatively affect students' well-being, with impacts that persist for more than 2?years. This decline was largely attributable to the school transition rather than age-related progression. Females and students residing in remote areas experienced greater declines in well-being than their counterparts. These findings highlight the need for transition-specific support strategies for vulnerable groups that extend beyond the first year of secondary schooling. |
| En ligne : |
https://doi.org/10.1111/jcpp.70154 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=592 |
in Journal of Child Psychology and Psychiatry > 67-9 (September 2026) . - p.1513-1524
[article] Well-being decline during adolescence: school transition as a predominant driver beyond age progression [texte imprimé] / Mi ZHOU, Auteur ; Carol MAHER, Auteur ; Sally BRINKMAN, Auteur ; Juliette COOLS, Auteur ; Dorothea DUMUID, Auteur . - p.1513-1524. Langues : Anglais ( eng) in Journal of Child Psychology and Psychiatry > 67-9 (September 2026) . - p.1513-1524
| Mots-clés : |
Primary-to-secondary school transition well-being student moderation analysis longitudinal analysis |
| Index. décimale : |
PER Périodiques |
| Résumé : |
Background The transition from primary-to-secondary school significantly impacts students' well-being. However, existing research provides limited insight into the long-term impact of school transition on well-being, and no studies have disentangled age-related changes from transition-specific effects. This study leverages a natural experiment, where an educational reform resulted in two different age cohorts transitioning simultaneously, to disentangle age effects from transition effects on student well-being. Methods This study analyzed longitudinal data from the Well-being and Engagement Collection census (2019?2025) in South Australia. Participants were two cohorts of students who simultaneously started secondary school in 2022: one transitioning at Year 7 and the other at Year 8. Well-being was measured across eight domains. Linear mixed-effects regression models examined transition effects and tested interactions with sociodemographic factors. Results A total of 20,910 participants (Male: 52.1%, Age in 2019: 9.7?±?0.6) contributing 104,800 observations (5.0 responses/participant) across the 7?years were included. In the first 2?years post-transition, well-being experienced adverse changes across all domains (marginal effects for positively-worded measures: ?0.44 to ?0.18; negatively-worded measures: 0.08 to 0.13). The largest declines were observed in cognitive engagement (?0.44) and perseverance (?0.31). Younger and older cohorts experienced similar adverse changes; however, the younger cohort showed a larger well-being decline in the second-year post-transition. Females experienced more pronounced declines than males. The well-being decline among students residing in remote and very remote areas persisted until the third year after the transition. Conclusions School transitions negatively affect students' well-being, with impacts that persist for more than 2?years. This decline was largely attributable to the school transition rather than age-related progression. Females and students residing in remote areas experienced greater declines in well-being than their counterparts. These findings highlight the need for transition-specific support strategies for vulnerable groups that extend beyond the first year of secondary schooling. |
| En ligne : |
https://doi.org/10.1111/jcpp.70154 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=592 |
|  |
Well-being decline during adolescence: school transition as a predominant driver beyond age progression in Journal of Child Psychology and Psychiatry, 67-9 (September 2026)
