Abstract
ABSTRACT This mixed-method study examines students' expectations and concerns before transitioning from primary to lower secondary school and the role of students' school-related wellbeing and self-esteem in their concerns. Students reported their beliefs about the forthcoming school transition and filled in a questionnaire assessing school burnout and self-esteem. The results showed that the students had positive expectations comprising comfort, friendships, learning, school environment, increased freedom and teacher -student relations. The students' concerns were mainly related to friendships. Furthermore, results indicated that students who reported concerns about peer relations were likely to experience more exhaustion from school than students who did not report concerns about peer relations. Among girls, concerns about peer relations were also related to a cynical attitude towards schoolwork. This study promotes to understand how students can be prepared and what topics should be specifically discussed with them to support their successful transition from primary to lower secondary school.
Highlights
Successful school transitions have major effects on students’ schooling and school-related wellbeing (e.g., Hanewald, 2013; West et al, 2010; Wigfield et al, 1991)
The analysis revealed 16 main meanings that could be connected to positive expectations about starting lower secondary school and 15 main meanings that could be connected to students’ worries, which were synthesised into six thematic categories
Intensive qualitative analysis revealed six categories connected to positive expectations for starting lower secondary school, which were as follows: (1) comfort: 4.4%, n = 45; (2) the importance of friendships: 34.1%, n = 354; (3) learning: 19.3%, n = 200; (4) school: 14.4%, n = 149; (5) increased freedom: 9.2%, n = 96; and (6) teacher–student relations: 8.0%, n = 83
Summary
Successful school transitions have major effects on students’ schooling and school-related wellbeing (e.g., Hanewald, 2013; West et al, 2010; Wigfield et al, 1991). Studies of students’ expectations have shown that prior to the transition, students are more concerned about informal issues in lower secondary school than the formal school system (Waters et al, 2014; West et al, 2010). This study examines primary school students’ expectations and concerns prior to Their transition and the role of students’ school-related wellbeing and self-esteem in their concerns. Peer relations (Topping, 2011) and the fear of being isolated or marginalised may cause concerns (Pratt & George, 2005); at the same time, students look forward to making new and more friends (Jindal-Snape & Foggie, 2008; Waters et al, 2014; Zeedyk et al, 2003). Students may see it as both a challenge and a threat (Mackenzie et al, 2012; Sirsch, 2003) as well as a new opportunity (Topping, 2011; Waters et al, 2014; Zeedyk et al, 2003)
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