Article Version of Record

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 differences

Persistent 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
  • Author(s) / Creator(s)
    Krampen, Günter
  • PsychArchives acquisition timestamp
    2018-11-21T10:01:23Z
  • Made available on
    2018-11-21T10:01:23Z
  • Date of first publication
    2013-11-29
  • 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.
    en_US
  • Publication status
    publishedVersion
  • Review status
    peerReviewed
  • 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
  • ISSN
    1841-0413
  • Persistent Identifier
    https://hdl.handle.net/20.500.12034/1223
  • Persistent Identifier
    https://doi.org/10.23668/psycharchives.1415
  • Language of content
    eng
  • Publisher
    PsychOpen GOLD
  • Is version of
    https://doi.org/10.5964/ejop.v9i4.668
  • Keyword(s)
    well-being
    en_US
  • Keyword(s)
    school transition
    en_US
  • Keyword(s)
    cross-sequential analysis
    en_US
  • Keyword(s)
    school enrollment
    en_US
  • Keyword(s)
    educational placement
    en_US
  • Keyword(s)
    national differences
    en_US
  • Dewey Decimal Classification number(s)
    150
  • Title
    Subjective Well-Being of Children in the Context of Educational Transitions: Cross-Sequential Results From Two European Countries With Different School Systems
    en_US
  • DRO type
    article
  • Issue
    4
  • Journal title
    Europe's Journal of Psychology
  • Page numbers
    744–763
  • Volume
    9
  • Visible tag(s)
    Version of Record