Changes in children's well-being and mental health across the early school years: Links with academic and social competence.

IF 3.1 2区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Developmental Psychology Pub Date : 2025-08-01 Epub Date: 2025-04-10 DOI:10.1037/dev0001962

Rory T Devine, Louise Gray, Miryam Edwards, Mikeda Jess, Caoimhe Dempsey, Jean Heng, Mishika Mehrotra, Hana D'Souza, Elian Fink, Claire Hughes

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Abstract

The aim of the present study was to examine the relation between children's well-being and mental health in the early years of primary school and the developmental association between well-being and mental health and children's early social and academic skills. Two hundred fifty-two children (131 girls, M_age = 5.40 years, 80% White) and their caregivers (89.8% mothers) from the United Kingdom participated in a 1-year longitudinal study. Children completed measures of well-being, cognitive, and academic skills. Caregivers provided ratings of children's well-being and mental health. Teachers and caregivers rated children's social competence. Measurement models showed that well-being and mental health were distinct constructs at both time points. There were moderate levels of rank-order stability in well-being but declines in average levels of well-being with a corresponding increase in mental health difficulties. Well-being and mental health exhibited differential associations with social competence and academic performance. Initial levels of mental health predicted later academic and social competence, while gains in well-being were associated with academic skills and social competence. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

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儿童福祉和心理健康在学校早期的变化：与学术和社会能力的联系。

摘要本研究旨在探讨小学早期儿童幸福感与心理健康之间的关系，以及幸福感、心理健康与儿童早期社交和学业技能之间的发展关系。来自英国的252名儿童（131名女孩，年龄5.40岁，80%为白人）及其照顾者（89.8%为母亲）参与了一项为期1年的纵向研究。孩子们完成了幸福感、认知能力和学术技能的测试。看护人提供了儿童幸福和心理健康的评分。教师和看护人对孩子们的社交能力进行打分。测量模型显示，在两个时间点幸福感和心理健康是不同的结构。幸福感有中等水平的等级稳定性，但随着心理健康困难的相应增加，平均幸福感水平下降。幸福感和心理健康与社会能力和学习成绩之间存在差异。最初的心理健康水平预示着后来的学术和社会能力，而幸福感的提高与学术技能和社会能力有关。（PsycInfo Database Record (c) 2025 APA，版权所有）。

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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来源期刊

Developmental Psychology PSYCHOLOGY, DEVELOPMENTAL-

CiteScore

5.80

自引率

2.50%

发文量

329

期刊介绍： Developmental Psychology ® publishes articles that significantly advance knowledge and theory about development across the life span. The journal focuses on seminal empirical contributions. The journal occasionally publishes exceptionally strong scholarly reviews and theoretical or methodological articles. Studies of any aspect of psychological development are appropriate, as are studies of the biological, social, and cultural factors that affect development. The journal welcomes not only laboratory-based experimental studies but studies employing other rigorous methodologies, such as ethnographies, field research, and secondary analyses of large data sets. We especially seek submissions in new areas of inquiry and submissions that will address contradictory findings or controversies in the field as well as the generalizability of extant findings in new populations. Although most articles in this journal address human development, studies of other species are appropriate if they have important implications for human development. Submissions can consist of single manuscripts, proposed sections, or short reports.