The trajectory of subjective social status and its influencing factors in the transition period of freshmen in senior high school

Abstract

Much of the literature on school transfers has centred on adolescents’ mental health and found that subjective social status (SSS) is an important factor, however, there has been no research on the trajectory and influencing factors of SSS of senior high school freshmen after their enrolment.For the trajectory of SSS of senior high school freshmen, three Latent Growth Models (LGM) are screened. The influence mechanism of parent–child interaction and Psychological Suzhi on SSS trajectory of senior high school freshmen was also examined. Participants were 488 freshmen (Mage = 15.60 ± 0.56 years, 44.9 % male) in a high school in southwest China. The baseline level was tested using the Parent-Child Interaction Scale, Psychological Suzhi Scale, and SSS Scale. After the first test, the subjects were measured three times with an SSS scale at an interval of one month each time. The unconditional LGM of SSS, the conditional LGM (parent–child interaction → SSS; Psychological Suzhi → SSS), and the mediated LGM (parent–child interaction → Psychological Suzhi → SSS) were constructed in turn. Results showed that: (1) The SSS of freshmen in senior high school decreased first and then gradually stabilised in the first semester. (2) Parent-child interaction significantly and positively predicted the initial SSS level of freshmen in the first semester of high school. (3) Psychological Suzhi significantly and positively predicted the initial SSS level of freshmen in the first semester of high school and significantly and negatively predicted the downward trend of SSS in the first month after freshman enrolment. (4) Parent-child interaction significantly and positively predicted the initial SSS level of freshmen in the first semester of high school through psychological Suzhi and significantly and negatively predicted the decline rate of SSS in the first month after freshman enrolment. It is found that both individuals with high parent–child interaction and high psychological Suzhi, and individuals with low parent–child interaction and low psychological Suzhi adapt to the new environment, but the modes and mechanisms of adaptation may be different.