A1 Journal article (refereed)
Associations between Adolescents’ Interpersonal Relationships, School Well-being, and Academic Achievement during Educational Transitions (2020)

Kiuru, N., Wang, M.-T., Salmela-Aro, K., Kannas, L., Ahonen, T., & Hirvonen, R. (2020). Associations between Adolescents’ Interpersonal Relationships, School Well-being, and Academic Achievement during Educational Transitions. Journal of Youth and Adolescence, 49(5), 1057-1072. https://doi.org/10.1007/s10964-019-01184-y

JYU authors or editors

Publication details

All authors or editors: Kiuru, Noona; Wang, Ming-Te; Salmela-Aro, Katariina; Kannas, Lasse; Ahonen, Timo; Hirvonen, Riikka

Journal or series: Journal of Youth and Adolescence

ISSN: 0047-2891

eISSN: 1573-6601

Publication year: 2020

Volume: 49

Issue number: 5

Pages range: 1057-1072

Publisher: Springer

Publication country: United States

Publication language: English

DOI: https://doi.org/10.1007/s10964-019-01184-y

Publication open access: Openly available

Publication channel open access: Partially open access channel

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/67373

Abstract

A youth's ability to adapt during educational transitions has long-term, positive impacts on their academic achievement and mental health. Although supportive relationships with parents, peers, and teachers are protective factors associated with successful educational transitions, little is known about the reciprocal link between the quality of these interpersonal relationships and school well-being, with even less known about how these two constructs affect academic achievement. This longitudinal study examined how the quality of interpersonal relationships and school well-being worked together to affect academic achievement during the transition from primary school to lower secondary school. Data were collected from 848 Finnish adolescents (54% girls, mean age at the outset 12.3 years) over the course of sixth and seventh grade. The results support a transactional model illustrating the reciprocal associations between the quality of interpersonal relationships and school well-being during the transition to lower secondary school. As such, the presence of high quality interpersonal relationships promoted higher academic achievement through increased school well-being, whereas high school well-being promoted higher subsequent academic achievement through increased quality of interpersonal relationships. Overall, the results suggest that promoting learning outcomes and helping adolescents with challenges during educational transitions is a critical part of supporting school well-being and the formation of high-quality interpersonal relationships.

Keywords: young people; preteen children; human relations; study performance; mental well-being; lower comprehensive school; upper comprehensive school

Free keywords: academic achievement; early adolescence; educational transition; interpersonal relationships; school well-being

Contributing organizations

Related projects

Ministry reporting: Yes

Reporting Year: 2020

JUFO rating: 2