Subjective Well-Being of Children in the Context of Educational Transitions: Cross-Sequential Results From Two European Countries With Different School Systems
Author(s) / Creator(s)
Krampen, Günter
Abstract / Description
The objective of two empirical studies is the analysis of the development of subjective well-being in kindergarten and elementary school students in the context of the educational transitions (1) from kindergarten to elementary school and (2) from elementary to secondary schools in two different national school systems. Semi-structured interviews on self-esteem and dysthymic mood (i.e., low spirits, feelings of depressiveness and of dejection) were administered in 5 cohorts (two kindergarten and the first three elementary school years). Measurements were repeated three times each a year apart. Samples refer to 312 German and 244 Luxembourg children enrolled in educational systems with optional kindergarten, 4-year comprehensive elementary school, and educational placement thereafter (Germany) versus obligatory kindergarten and 6-year comprehensive elementary school (Luxembourg). Time- and age-effects point to significant discontinuities in the development of subjective well-being. There are declines of self-esteem and increases of dysthymic mood just after school enrollment (“transition shock”) in the Luxembourg sample, whereas quite similar developments are observed in the last elementary school year before educational placement for secondary education in the German sample. School enrollment and educational placement for secondary education are critical life events with significant impact on children’s well-being, which varies between different school systems.
Keyword(s)
well-being school transition cross-sequential analysis school enrollment educational placement national differencesPersistent Identifier
Date of first publication
2013-11-29
Journal title
Europe's Journal of Psychology
Volume
9
Issue
4
Page numbers
744–763
Publisher
PsychOpen GOLD
Publication status
publishedVersion
Review status
peerReviewed
Is version of
Citation
Krampen, G. (2013). Subjective Well-Being of Children in the Context of Educational Transitions: Cross-Sequential Results From Two European Countries With Different School Systems. Europe's Journal of Psychology, 9(4), 744–763. https://doi.org/10.5964/ejop.v9i4.668
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ejop.v9i4.668.pdfAdobe PDF - 1.29MBMD5: affc07ad0a833cbdac159930d9a80439
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There are no other versions of this object.
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Author(s) / Creator(s)Krampen, Günter
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PsychArchives acquisition timestamp2018-11-21T10:01:23Z
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Made available on2018-11-21T10:01:23Z
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Date of first publication2013-11-29
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Abstract / DescriptionThe objective of two empirical studies is the analysis of the development of subjective well-being in kindergarten and elementary school students in the context of the educational transitions (1) from kindergarten to elementary school and (2) from elementary to secondary schools in two different national school systems. Semi-structured interviews on self-esteem and dysthymic mood (i.e., low spirits, feelings of depressiveness and of dejection) were administered in 5 cohorts (two kindergarten and the first three elementary school years). Measurements were repeated three times each a year apart. Samples refer to 312 German and 244 Luxembourg children enrolled in educational systems with optional kindergarten, 4-year comprehensive elementary school, and educational placement thereafter (Germany) versus obligatory kindergarten and 6-year comprehensive elementary school (Luxembourg). Time- and age-effects point to significant discontinuities in the development of subjective well-being. There are declines of self-esteem and increases of dysthymic mood just after school enrollment (“transition shock”) in the Luxembourg sample, whereas quite similar developments are observed in the last elementary school year before educational placement for secondary education in the German sample. School enrollment and educational placement for secondary education are critical life events with significant impact on children’s well-being, which varies between different school systems.en_US
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Publication statuspublishedVersion
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Review statuspeerReviewed
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CitationKrampen, G. (2013). Subjective Well-Being of Children in the Context of Educational Transitions: Cross-Sequential Results From Two European Countries With Different School Systems. Europe's Journal of Psychology, 9(4), 744–763. https://doi.org/10.5964/ejop.v9i4.668
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ISSN1841-0413
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Persistent Identifierhttps://hdl.handle.net/20.500.12034/1223
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Persistent Identifierhttps://doi.org/10.23668/psycharchives.1415
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Language of contenteng
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PublisherPsychOpen GOLD
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Is version ofhttps://doi.org/10.5964/ejop.v9i4.668
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Keyword(s)well-beingen_US
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Keyword(s)school transitionen_US
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Keyword(s)cross-sequential analysisen_US
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Keyword(s)school enrollmenten_US
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Keyword(s)educational placementen_US
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Keyword(s)national differencesen_US
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Dewey Decimal Classification number(s)150
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TitleSubjective Well-Being of Children in the Context of Educational Transitions: Cross-Sequential Results From Two European Countries With Different School Systemsen_US
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DRO typearticle
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Issue4
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Journal titleEurope's Journal of Psychology
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Page numbers744–763
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Volume9
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Visible tag(s)Version of Record