Comparing family, friends and satisfaction with school experience as predictors of SWB in children who have and have not made the transition to middle school in different countries

Oriol, Xavier; Torres, Javier; Miranda, Rafael; Bilbao, Marían; Ortúzar, Harry

doi:10.1016/j.childyouth.2017.06.053

Cited by 45 publications

(43 citation statements)

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“…As a result, the load on the schoolchildren's adaptive capacities and regulatory abilities drastically increases. It is during this period that different researchers record the changes in the level and quality of PWB in the samples of pupils from various countries [38].…”

Section: Introductionmentioning

confidence: 99%

Self-Regulation and Psychological Well-Being in Early Adolescence: A Two-Wave Longitudinal Study

Fomina

Burmistrova-Savenkova

Morosanovа

2020

Behavioral Sciences

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This paper addresses the question of whether self-regulation capacities are a significant psychological resource of schoolchildren’s psychological well-being. The study contributes to the search of significant predictors of the students’ psychological well-being. Moscow secondary schools pupils (N = 239) participated in a two-wave longitudinal study, the procedure being made in the 4th grade and repeated in the 5th grade, six months after the first measurement. The results are presented describing the dynamics of manifestations of the psychological well-being and the conscious self-regulation of the schoolchildren during their transition from the primary to the middle school. Using the cross-lagged panel analysis allowed concluding that the level of conscious self-regulation of the learning activity of the 4th graders significantly predicts their psychological well-being not only in the 4th grade, but also in the 5th grade. The study revealed the specific regulatory predictors characteristic of different manifestations of the schoolchildren’ psychological well-being. The obtained results highlight the significance of research on the conscious self-regulation of learning activities as a resource for pupils’ psychological well-being, which is predictive for its maturation in the subsequent ages.

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Section: Introductionmentioning

confidence: 99%

Self-Regulation and Psychological Well-Being in Early Adolescence: A Two-Wave Longitudinal Study

Fomina

Burmistrova-Savenkova

Morosanovа

2020

Behavioral Sciences

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“…On the other hand, indicators like school satisfaction have been deemed more global. The concept of school satisfaction alludes to a specific quality of the life domain present in the educational environment, which is defined as the student's evaluation of the positivity of his or her school experiences “as a whole” (Huebner, 2004 ; Baker and Maupin, 2009 ; Oriol et al, 2017 ).…”

Section: Introductionmentioning

confidence: 99%

The Role of Self-control and Grit in Domains of School Success in Students of Primary and Secondary School

et al. 2017

Self Cite

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Objective: Self-control and grit have become two of the most important variables that explain success in different aspects of people's daily life (Duckworth and Gross, 2014). Self-control promotes delayed gratification and directly influences thoughts, emotions, and impulses. On the other hand, grit enhances the achievement of goals through perseverance even before extreme external circumstances. Since both constructs are related, examining them together is compelling, as long as the different nuances that characterize each are taken into account. Two structural equation models (SEM) were conducted to observe the effect of self-control and grit on a more specific indicator of academic success (academic self-efficacy) and a more general indicator of school experience (satisfaction with school).Methods: The first model comprises 5,681 primary students (M = 9.05; SD = 0.79), and the second 10,017 secondary students (M = 14.20; SD = 1.04) from Lima, Peru. In both models, the influence of grit and self-control on school satisfaction was observed when taking self-efficacy as a mediator variable.Results: The results show that grit and self-control have strong associations in both primary and secondary students. When estimating the covariance of both constructs, grit is related with academic-self efficacy at both educational stages, but only to satisfaction with school in secondary students. On the contrary, self-control shows a significant relationship with school satisfaction only in primary education. In turn, self-efficacy shows a mediating effect between grit and school satisfaction. After calculating the invariance of the models, differences are observed by gender in the relationships between variables.Conclusion: The results indicate that both constructs are strongly interrelated. Regarding the associations with the indicators of academic success, a need for timely interventions specific to each educational stage is observed.

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“…The perception of the social environment, assessed by the MSLSS, was higher in the group that expected to move to municipal schools, but only before the transition when children in this group were more satisfied with the school in comparison with those who would not move, and more satisfied with family and friendships when compared to those who would move to state schools. After the transition, the children in the three groups were less satisfied with school; this result requires attention as the results obtained by Oriol et al (2017) have shown that satisfaction with the school experience would have a greater effect on subjective well-being than the support of friends and family.…”

Section: Discussionmentioning

confidence: 93%

“…The nature of transition, a central variable in this study, identified three possibilities of transition in Brazilian public education: no change of school; change to a municipal school; or change to a state school. The children's perceptions of their social surroundings was focused on the perspective of their satisfaction with family, school and friends, based on the prediction that an ecological transition will be healthier if the child realizes that he or she is receiving support to deal with ongoing changes from significant people (Bronfenbrenner, 1996;Oriol, Torres, Miranda, Bilbao, & Ortúzar, 2017). Given the absence of longitudinal studies in the national context of transition in the final years of the ES that take into account the nature of the transition, the aim of the study was to investigate the impact of transition between ESI and ESII on academic performance, symptoms of stress, social skills, self-concept, and satisfaction with support, considering the nature of the transition (with or without school change, with or without change in school network).…”

mentioning

confidence: 99%

School context in the transition from the early years to the final years of Elementary Education

Cassoni

Marturano

Fontaine

et al. 2020

Estud. psicol. (Campinas)

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The transition between the two cycles of Elementary School is a process with anticipations and expectations in the 5th as well as demands and adaptations in the 6th year. The objective of this paper is to investigate the effects of the transition taking into account the nature of the transition. A prospective study was carried out with two data collections (5th and 6th grade). A total of 379 public-school students (212 girls), with a mean age of 10.6 years (SD = 0.91), were enrolled at the beginning of the study. The instruments used were Brazil Test, Child Stress Scale, Social Skills Assessment System, Self-Concept Assessment Questionnaire, and Multidimensional Life Satisfaction Scale for Children. When comparing the two grades, children who did not change schools showed more stability, especially in academic self-concept; those enrolled in municipal schools showed a greater decrease in self-concept and satisfaction with life. School change seems to increase the demands of transition.

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Comparing family, friends and satisfaction with school experience as predictors of SWB in children who have and have not made the transition to middle school in different countries

Cited by 45 publications

References 42 publications

Self-Regulation and Psychological Well-Being in Early Adolescence: A Two-Wave Longitudinal Study

Self-Regulation and Psychological Well-Being in Early Adolescence: A Two-Wave Longitudinal Study

The Role of Self-control and Grit in Domains of School Success in Students of Primary and Secondary School

School context in the transition from the early years to the final years of Elementary Education

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