Although the transition from junior high or middle school to high school can be a stressful turning point for youth socio‐emotional development, the role of individual differences in susceptibility to the transition in adolescents’ socio‐emotional well‐being remains unclear. The current study examined the developmental relation between how central the high school transition is to a student’s identity or life course (i.e., event centrality) and socio‐emotional well‐being after transition. High school students, including cohorts in tenth to twelveth grade (n = 2,265, M_age at Time 1 = 15.9 years, SD_age = 0.9 years), participated in a four‐wave longitudinal survey for a year and completed questionnaires assessing event centrality and socio‐emotional well‐being. Latent growth curve modelling revealed individual differences in the developmental trajectory of event centrality regarding high school transition across the tenth to twelveth grades. Increase in the centrality of transition was closely associated with improvement in socio‐emotional well‐being for each grade progression. Findings highlight the value of examining individual differences in the degree to which the school transition becomes a turning point in a student’s identity or life course.

中文翻译：

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过渡到高中后事件中心性和社会情感幸福感的发展轨迹

尽管从初中或中学到高中的过渡可能是青少年社会情感发展的压力转折点，但个体差异在青少年社会情感幸福感转变易感性中的作用仍不清楚。目前的研究调查了高中过渡对学生身份或生活过程的中心程度（即事件中心性）与过渡后的社会情感福祉之间的发展关系。高中学生，包括 10 至 12 年级的学生（n  = 2,265，M_年龄在时间 1 = 15.9 岁，SD_年龄 = 0.9 年），参加了为期一年的四波纵向调查，并完成了评估事件中心性和社会情绪健康的问卷。潜在增长曲线模型揭示了 10 至 12 年级高中过渡的事件中心性发展轨迹的个体差异。过渡中心性的增加与每个年级进步的社会情感幸福感的改善密切相关。调查结果强调了在学校转型成为学生身份或人生历程的转折点的程度上检查个体差异的价值。