Affective well-being trajectories during the transition out of upper secondary education: A measurement burst study.

Abstract

The present work investigated changes in well-being during the transition out of upper secondary education (i.e., from shortly before graduating from upper secondary education to approximately one year later). The motivation for a post-school pathway (e.g., starting university or vocational training) was examined as a potential predictor of between-person differences in well-being trajectories. German-speaking high school graduates (N = 874 between ages 16 and 20; 69% female, 95% born in Germany) reported on their affective well-being in up to four surveys and indicated their motivation for their post-school pathway. At three measurement occasions, participants also participated in a three-week experience sampling phase, in which they reported on their daily well-being. Latent change models revealed an initial increase in well-being after graduation, but mixed evidence for subsequent trajectories, as both positive and negative affect decreased on average. Changes in well-being were more pronounced for global than for daily assessments of affective well-being. We did not find associations between the motivation for a post-school pathway and well-being trajectories. Overall, these findings highlight the complexity of well-being trajectories during the transition out of upper secondary education and the importance of using multiple time points and assessment methods to understand these dynamics.