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Category: Project

Description: Transitioning from primary to secondary school is an important moment in young people’s lives, and in the Western world is often seen as the starting point of adolescence (e.g., Pratt & George, 2005; Zeedyk et al., 2003). Given this importance, it is not surprising that past research has found the transition to secondary school to have a strong detrimental impact on adolescents’ school adjustment (Martínez et al., 2011; Wigfield et al., 2006) and mental health (e.g., Hanewald, 2013; Symonds & Galton, 2014; West et al., 2010). As such, it is important to understand factors that can explain and even predict individual differences in educational and psychological adjustment post-transition. In the present study, we examine pre-transition educational identity processes and own and parental expectations as predictors of post-transition adjustment.