The DOI matches its Crossref record; 72 of the 75 references it cites were found in a registry or an index, and 1 are not checked yet.
Associations between adolescents' interpersonal relationships, school well-being, and academic achievement during educational transitions
Open accessAbstract
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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“A high sociometric peer status is a significant predictor of well-being as well as academic success and effective intra- and interpersonal functioning later in life (Lease, Kennedy, Axelrod, 2002; Kiuru i in., 2020; Wentzel, Jablansky, Scalise, 2021).”
From The The effects of cognitive, social, and emotional intelligence on children’s sociometric status in a new peer group (2023) · cites this paper as Kiuru i in., 2020
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“The most prominent interpersonal relationships during the adolescent years involve friends and teachers at school and parents at home (Eccles and Roeser 2011; Moore et al. 2018; Wentzel 1998).”
Background
Research works printed but not linked: 2
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Students’ Well-Being and Academic Achievement: A Meta-Analysis Study
Kaya, M., & Erdem, C. (2021) · Child Indicators Research · doi:10.1007/s12187-021-09821-4 · Cited by 294
Study Demands–Resources Theory: Understanding Student Well-Being in Higher Education
Bakker, A. B., & Mostert, K. (2024) · Educational Psychology Review · doi:10.1007/s10648-024-09940-8 · Cited by 250
What Constitutes Student Well-Being: A Scoping Review Of Students’ Perspectives
Hossain, S., O'Neill, S. C., & Strnadová, I. (2022) · Child Indicators Research · doi:10.1007/s12187-022-09990-w · Cited by 193
Tuominen, H., Niemivirta, M., Lonka, K., & Salmela‐Aro, K. (2020) · Learning and Individual Differences · doi:10.1016/j.lindif.2020.101854 · Cited by 112
Self-citationStudy Demands-Resources Model of Student Engagement and Burnout
Salmela‐Aro, K., Tang, X., & Upadyaya, K. (2022) · Springer eBooks · doi:10.1007/978-3-031-07853-8_4 · Cited by 121
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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
- Venue
- Journal of Youth and Adolescence
- Published
- 2019-12-31
- Volume
- 49
- Issue
- 5
- Pages
- 1057-1072
- ISSN
- 0047-2891 (ISSN-L)
- 1573-6601
- 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
- hybrid
- doi.org
- 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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