Factors facilitating a positive transition to secondary school: A systematic literature review

IF 1.8 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of School and Educational Psychology Pub Date : 2020-12-16 DOI:10.1080/21683603.2019.1572552

Gazal Bharara

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引用次数: 8

Abstract

ABSTRACT A positive transition to secondary school is pivotal to adolescents’ mental health and success. However, the school transition research has mainly focused on transition-related adversities rather than adolescent wellbeing and adaptation. While the disturbing consequences of a difficult school transition are known, little attention has been paid to the key breadth factors that enable adolescents to thrive during the school move. A systematic review was undertaken to determine the factors that predict positive transition to secondary school. A novel conceptual framework of positive school transition, based on a positive education paradigm, was proposed to group the findings. School ecology, organized activity involvement, spirituality, character strengths, self-efficacy, feeling safe, personality, physical fitness, and birth order are some of the relatively less researched aspects in transition literature that were found to be significantly associated with positive transition to secondary school, besides other popular school and social support factors. The results from the present review can stimulate and inform future research investigating the correlates or causes of a successful transition to secondary school. Improved understanding of the facilitators of positive transition will inform the invention and application of school transition programs.

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促进向中学积极过渡的因素:系统的文献综述

积极的中学过渡对青少年的心理健康和成功至关重要。然而，学校过渡研究主要集中在过渡相关的逆境，而不是青少年的健康和适应。虽然困难的转学带来的令人不安的后果是众所周知的，但很少有人注意到使青少年在转学期间茁壮成长的关键广度因素。进行了系统的审查，以确定预测积极过渡到中学的因素。在积极教育范式的基础上，提出了一个新的积极学校转型概念框架来对研究结果进行分组。除了其他受欢迎的学校和社会支持因素外，学校生态、有组织的活动参与、灵性、性格优势、自我效能感、安全感、个性、身体健康和出生顺序是过渡文献中研究较少的一些与中学积极过渡显著相关的方面。本综述的结果可以激发和告知未来的研究，调查成功过渡到中学的相关因素或原因。提高对正向过渡促进因素的理解，将为学校过渡项目的发明和应用提供信息。

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

International Journal of School and Educational Psychology Social Sciences-Education

CiteScore

4.00

自引率

0.00%

发文量

期刊介绍： The International Journal of School & Educational Psychology (IJSEP) is the official journal of The International School Psychology Association (ISPA) and is a broad-based, interdisciplinary journal addressing issues of professional importance to the success of children, youth, and families in academics and in life. IJSEP seeks to bridge the gap in psychological and evidence-based practices in schools, and senior practitioners alike are invited to contribute papers to the journal. The Editor-in-Chief, Editors, and Editorial Board are made up of prominent scientists, scholars, and senior practitioners from around the world, and include eminent international and multidisciplinary reviewers who make recommendations about what articles should be published. The journal is unique in that it attempts to include the views of different individuals, and also seek to assist new researchers and practitioners in developing their scholarship. IJSEP follows a rigorous and double-blind anonymous peer review process and requires authors to meet all stylistic and ethical guidelines put forth in the most recent APA Publication Manual. The journal accepts empirical papers using quantitative, qualitative, and mixed-method methodologies that contribute to the knowledge base of any critical, international school or educational issues. Emphasizing the publication of outstanding research articles, IJSEP also considers literature reviews, methodological or theoretical statements related to teaching, learning, schooling, cross-cultural psychology, school psychological services, applied educational psychology, educational research, assessment, new models of instruction, and other school-related areas. While we realize that most learning takes place between ages 0 and 21, IJSEP also focuses on adult learning, special education services with individuals of all ages, and learning and schooling across the life-span.