Search results for "school transition"
showing 4 items of 14 documents
Development of Participation in and Identification With School: Associations With Truancy
2020
This longitudinal study covering two educational transitions examined 1,821 Finnish students’ participation in and identification with school and their associations with students’ academic achievement and truancy. The students were surveyed (a) at the end of primary school, (b) at the beginning of lower secondary school, (c) at the end of lower secondary school, and (d) in the first year of upper secondary education. In alignment with the participation-identification model, higher levels of participation in school activities at the end of primary school predicted higher levels of identification (i.e., feelings of belonging and valuing school) at the end of lower secondary school. This asso…
Externalizing behaviour and academic performance – the cross-lagged relationship during school transition
2017
The current study examined the over-time association between externalizing behaviour problems and academic performance during school transition in a cross-lagged design. The main focus was to revea...
Students' Positive Expectations and Concerns Prior to the School Transition to Lower Secondary School
2020
This mixed-method study examines students' expectations and concerns before transitioning from primary to lower secondary school and the role of students' school-related wellbeing and self-esteem in their concerns. Students reported their beliefs about the forthcoming school transition and filled in a questionnaire assessing school burnout and self-esteem. The results showed that the students had positive expectations comprising comfort, friendships, learning, school environment, increased freedom and teacher -student relations. The students' concerns were mainly related to friendships. Furthermore, results indicated that students who reported concerns about peer relations were likely to ex…
Stability of social support during school transitions: Associations with truancy and not completing upper secondary education in normative time
2022
Not completing upper secondary education is often presignaled by truancy from school. Student-perceived social support from family, peers, and teachers can prevent truancy and the risk of not completing education. However, prior studies have not focused on the stability of social support across school transitions. This longitudinal study of 1901 Finnish students examined the extent to which social support was stable or specific to primary, lower secondary, and upper secondary schools. Moreover, we examined whether support was associated with not completing upper secondary education in normative time and whether truancy mediated the relationship between support and not completing education. …