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Cited by 235Educational Environments and Student OutcomesEarly Childhood Education and DevelopmentPsychosocial Factors Impacting Youth

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Associations between adolescents' interpersonal relationships, school well-being, and academic achievement during educational transitions

Open access
Kiuru, Noona, Wang, Ming-Te, Salmela-Aro, Katariina, Kannas, Lasse, Ahonen, Timo, Hirvonen, Riikka·2020·Journal of Youth and Adolescence
DOI 10.1007/s10964-019-01184-yPMC PMC7182546
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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.

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Crossref · 10.1007/s10964-019-01184-y

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Fig. 1 Schematic model for the role of associations between quality of interpersonal relationships, school well-being, and academic achievement.
Fig. 1 Schematic model for the role of associations between quality of interpersonal relationships, school well-being, and academic achievement.CC BY · PubMed Central
Fig. 2 Final model of closeness of interpersonal relationships, school well-being, and academic achievement. Note. Fit of the model: χ2(1169) = 2232.82, p < 0.001, CFI = 0.95, RMSEA = 0.03, SRMR = 0.05. T1 = Grade 6 fall, T2 = Grade 7 fall, T3 = Grade 7 spring. Estimates are shown as standardized estimates. Constructs and residuals of the constructs within the same time points were allowed to correlate. *p < 0.05; **p < 0.01; ***p < 0.001.
Fig. 2 Final model of closeness of interpersonal relationships, school well-being, and academic achievement. Note. Fit of the model: χ2(1169) = 2232.82, p < 0.001, CFI = 0.95, RMSEA = 0.03, SRMR = 0.05. T1 = Grade 6 fall, T2 = Grade 7 fall, T3 = Grade 7 spring. Estimates are shown as standardized estimates. Constructs and residuals of the constructs within the same time points were allowed to correlate. *p < 0.05; **p < 0.01; ***p < 0.001.CC BY · PubMed Central
Fig. 3 Final model of conflict in interpersonal relationships, school well-being, and academic achievement. Note. Fit of the model: χ2(988) = 1561.75, p < 0.001, CFI = 0.96, RMSEA = 0.03, SRMR = 0.05. T1 Grade 6 fall, T2 Grade 7 fall, T3 Grade 7 spring. Estimates are shown as standardized estimates. Constructs and residuals of the constructs within the same time points were allowed to correlate. *p < 0.05; **p < 0.01; ***p < 0.001.
Fig. 3 Final model of conflict in interpersonal relationships, school well-being, and academic achievement. Note. Fit of the model: χ2(988) = 1561.75, p < 0.001, CFI = 0.96, RMSEA = 0.03, SRMR = 0.05. T1 Grade 6 fall, T2 Grade 7 fall, T3 Grade 7 spring. Estimates are shown as standardized estimates. Constructs and residuals of the constructs within the same time points were allowed to correlate. *p < 0.05; **p < 0.01; ***p < 0.001.CC BY · PubMed Central

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Research works printed but not linked: 2

  1. Hamm, J. V., & Zhang, L. (2010). The schooling context of adolescents’ peer relations. In J. Meece & J. Eccles (Eds), The handbook of schools and schooling effects on development (pp. 518–554). Mahwah, NJ: Erlbaum.
  2. Samdal, O., Dür, W., & Freeman, J. (2004). School. In C. Currie, C. Roberts, A. Morgan, R. Smith, W. Settertobulte & O. Samdal et al. (Eds), Young people´s health in context: international report from the HBSC 2001/02 survey. Health policy for children and adolescents (pp. 42–52). Copenhagen: World Health Organization.

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Metadata

Authors
Kiuru, N., Wang, M.-T., Salmela-Aro, K., Kannas, L., Ahonen, T., & Hirvonen, R.
Affiliations
  • University of Jyväskylä (FI)
  • University of Pittsburgh (US)
  • University of Eastern Finland (FI)
Corresponding author
Kiuru, Noona
ORCID
Venue
Journal of Youth and Adolescence
Publisher
Springer Science and Business Media LLC
Published
2019-12-31
Volume
49
Issue
5
Pages
1057-1072
ISSN
  • 0047-2891 (ISSN-L)
  • 1573-6601
DOI
10.1007/s10964-019-01184-y
PMC
PMC7182546
OpenAlex
W2997342648
Cited by
235
References
75
Citations by year
2026: 39 · 2025: 50 · 2024: 55 · 2023: 41 · 2022: 31 · 2021: 15 · 2020: 4
FWCI
33.75
Type
journal article
Language
en
Open access
Licence
Locations
  • Journal of Youth and Adolescence (publishedVersion, cc-by)
  • PubMed Central (publishedVersion, cc-by)
  • PubMed (publishedVersion)
  • Työväentutkimus Vuosikirja (submittedVersion, cc-by)
  • Jyväskylä University Digital Archive (University of Jyväskylä) (submittedVersion, cc-by)
Funders
Academy of Finland (266851)
Topics
  • Social Sciences › Education › Educational Environments and Student Outcomes
  • Social Sciences › Education › Early Childhood Education and Development
  • Social Sciences › Psychology › Developmental and Educational Psychology › Psychosocial Factors Impacting Youth
Keywords
adolescents, interpersonal relationships, school well-being, academic performance, educational transitions, parent-adolescent relationships, peer relationships, teacher-adolescent relationships, transactional model, bidirectional relationship, youth mental health
MeSH terms
Academic Success, Achievement, Adolescent, Child, Female, Humans, Interpersonal Relations, Longitudinal Studies, Male, Parent-Child Relations, Parents, Peer Group, Personality Development, Schools, Parenting

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