Changes in students' psychological well-being during transition from primary school to lower secondary school: A person-centered approach

This person-centered study examined the patterns and the dynamics of pattern change based on 1666 Finnish students' self-reported psychological well-being during the transition from primary school to lower secondary school. Moreover, we examined the stability in the profile memberships and the influence of changes in perceived support from teachers, families, and peers on changes in students' psychological well-being. Six student profiles were identified using the I-states-as-objects-analysis (ISOA) procedure: (a) High well-being profile; (b) Average well-being but low educational aspirations profile; (c) Low well-being profile; (d) Low well-being but high educational aspirations profile; (e) Low well-being but average self-esteem profile; and (f) Average wellbeing but high educational aspirations profile. Students' psychological profiles changed more often from lower well-being to higher well-being, rather than the other way round, indicating a tendency for improved well-being. Changes in peer support was the most robust variable to explain changes in profile membership.