The Relationship between School Connectedness and Mental Health during the Transition to Secondary School: A Path Analysis.

L. Lester, S. Waters, D. Cross
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引用次数: 124

Abstract

During the transition from primary to secondary school, students typically experience a new social environment, moving from primary school with small intact classes throughout the day with one main teacher, to a larger secondary school with teachers, classrooms and often classmates changing throughout the day. During this time, students report a reduced sense of connectedness, which has been associated with symptoms of depression and anxiety. This study investigated the temporal association between feeling connected to school and mental health prior to and over the transition period. Data were obtained from 3,459 students in a longitudinal study of adolescents' knowledge, attitudes and experiences of bullying victimisation and perpetration during the transition from primary school to secondary school. Students completed a questionnaire at four time points from Grade 7 to the end of Grade 9. Path analysis was used to model relationships between school connectedness, depression and anxiety. The findings suggest reciprocal relationships between connectedness and mental health where increased connectedness to school is associated with decreased depression and anxiety; conversely, increased depression and anxiety is associated with decreased connectedness to school. The significant reciprocal associations found in the cross-lag models in the first two years of secondary school indicate the need to intervene during the transition period to improve students' social and mental health outcomes.
中转生学校连通性与心理健康的关系:路径分析
在从小学到中学的过渡期间,学生们通常会体验到一个新的社会环境,从小学到一个更大的中学,老师、教室和同学们整天都在变化。在这段时间里,学生们报告说联系感降低了,这与抑郁和焦虑的症状有关。本研究调查了在过渡时期之前和之后,与学校有关的感觉和心理健康之间的时间关联。对3,459名学生进行了一项纵向研究,研究了从小学到中学过渡时期青少年对欺凌受害者和施暴者的知识、态度和经历。学生们在七年级到九年级结束的四个时间点完成了问卷调查。通径分析用于模拟学校联系、抑郁和焦虑之间的关系。研究结果表明,联系与心理健康之间存在相互关系,与学校联系的增加与抑郁和焦虑的减少有关;相反,抑郁和焦虑的增加与与学校的联系减少有关。在中学前两年的交叉滞后模型中发现了显著的相互关联,这表明需要在过渡时期进行干预,以改善学生的社会和心理健康结果。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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