Affective well-being trajectories during the transition out of upper secondary education: A measurement burst study / Anne GRÃœNERT in Development and Psychopathology, 38-3 (August 2026)  

Public ISBD [article]  inDevelopment and Psychopathology > 38-3 (August 2026) . - p.1410-1423 Titre : Affective well-being trajectories during the transition out of upper secondary education: A measurement burst study Type de document : texte imprimé Auteurs : Anne GRÃœNERT, Auteur ; Stacey B. SCOTT, Auteur ; Joshua M. SMYTH, Auteur ; Andreas B. NEUBAUER, Auteur Article en page(s) : p.1410-1423 Langues : Anglais (eng) Mots-clés : Self-Determination Theory  graduation  intensive longitudinal data  measurement burst  post-school transition Index. décimale : PER Périodiques Résumé : The present work investigated changes in well-being during the transition out of upper secondary education (i.e., from shortly before graduating from upper secondary education to approximately one year later). The motivation for a post-school pathway (e.g., starting university or vocational training) was examined as a potential predictor of between-person differences in well-being trajectories. German-speaking high school graduates (N = 874 between ages 16 and 20; 69% female, 95% born in Germany) reported on their affective well-being in up to four surveys and indicated their motivation for their post-school pathway. At three measurement occasions, participants also participated in a three-week experience sampling phase, in which they reported on their daily well-being. Latent change models revealed an initial increase in well-being after graduation, but mixed evidence for subsequent trajectories, as both positive and negative affect decreased on average. Changes in well-being were more pronounced for global than for daily assessments of affective well-being. We did not find associations between the motivation for a post-school pathway and well-being trajectories. Overall, these findings highlight the complexity of well-being trajectories during the transition out of upper secondary education and the importance of using multiple time points and assessment methods to understand these dynamics. En ligne : https://dx.doi.org/10.1017/S0954579426101254 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590 [article] Affective well-being trajectories during the transition out of upper secondary education: A measurement burst study [texte imprimé] / Anne GRÃœNERT, Auteur ; Stacey B. SCOTT, Auteur ; Joshua M. SMYTH, Auteur ; Andreas B. NEUBAUER, Auteur . - p.1410-1423. Langues : Anglais (eng) in Development and Psychopathology > 38-3 (August 2026) . - p.1410-1423 Mots-clés : Self-Determination Theory  graduation  intensive longitudinal data  measurement burst  post-school transition Index. décimale : PER Périodiques Résumé : The present work investigated changes in well-being during the transition out of upper secondary education (i.e., from shortly before graduating from upper secondary education to approximately one year later). The motivation for a post-school pathway (e.g., starting university or vocational training) was examined as a potential predictor of between-person differences in well-being trajectories. German-speaking high school graduates (N = 874 between ages 16 and 20; 69% female, 95% born in Germany) reported on their affective well-being in up to four surveys and indicated their motivation for their post-school pathway. At three measurement occasions, participants also participated in a three-week experience sampling phase, in which they reported on their daily well-being. Latent change models revealed an initial increase in well-being after graduation, but mixed evidence for subsequent trajectories, as both positive and negative affect decreased on average. Changes in well-being were more pronounced for global than for daily assessments of affective well-being. We did not find associations between the motivation for a post-school pathway and well-being trajectories. Overall, these findings highlight the complexity of well-being trajectories during the transition out of upper secondary education and the importance of using multiple time points and assessment methods to understand these dynamics. En ligne : https://dx.doi.org/10.1017/S0954579426101254 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590

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