ADAPT – Underlying Mechanisms of Successful Student Adaptation in Educational Transitions during Adolescence
Overview
Research group description
Transitions from primary school to lower secondary school and from lower secondary school to upper secondary education entail major changes for young people: a new school, new classmates, new teachers. Even though many students cope with school changes well and find them exciting, the changes may also cause stress. The ADAPT project, funded by the Research Council of Finland, examines students’, parents’ and teachers’ experiences during students’ transitions from primary to lower secondary school and from lower to upper secondary education. The study investigates why some adolescents manage school transitions well while for others these transitions are more challenging. Both individual factors and factors related to the family and school environment are examined. The study also explores how support provided by teachers, peers, and parents can aid adolescents’ well-being and adjustment during school transitions.
The study utilizes existing longitudinal data on school transitions. In addition, new questionnaire data and momentary and psychophysiological data are collected. Furthermore, students, parents and teachers are interviewed to gain more in-depth insight into their experiences related to school transitions. Based on the findings and in collaboration with students, parents and teachers, a model will be developed to help schools and families better support adolescents during these critical transitions.
Phases of the study
We invite seventh-grade students, first-year upper secondary students, as well as their teachers and guardians to participate in the study. In the first phase of data collection (academic year 2026–2027), data will be collected from first-year upper secondary students (n = 600) and their teachers and guardians. In the second phase (academic year 2027–2028), data will be collected from seventh-grade students (n = 600), their teachers, and their guardians. Data collection includes the following:
- Once during both the autumn and spring terms, students, teachers, and guardians complete a questionnaire concerning the student’s transition to a new school level, feelings associated with the transition, and the student’s well-being. The teacher survey will also address school transition practices and teachers’ interactions with students.
- In addition, students, teachers, and guardians will be invited to participate in an intensive survey, in which they respond to an electronic questionnaire on their own mobile device five times per day over a two-week period, both during the autumn and spring term. Questions address daily experiences and emotions.
- During the spring term, some volunteer students, teachers, and guardians will be invited to participate in an interview, where they are asked to describe their experiences of the school transitions in more detail. During the interview the volunteer interviewees’ autonomic nervous system activity (heart rate and electrodermal activity) is measured, providing information on physiological stress and recovery. Participation in the physiological measurements during the interview is voluntary, and it is also possible to participate in the interview without the physiological measurements.
Current
Members
Research group
Group leaders
Members
Publications
No results.
Contact
Contact
Questions? Please contact project researcher Roosa Karhunen via email roosa.a.k.karhunen@jyu.fi or phone: +358 50 475 6544.