Some researchers indicate that the transition to high school deflects adolescent developmental trajectories. Others assert that it provides a new possibility for the promotion of adolescents' socioemotional well-being. One critical view missing in such claims is that individual variabilities interact with environmental influences. We employed the framework of Differential Susceptibility Theory, which postulates that individual susceptibilities moderate external influences for better and for worse. To clarify the mechanism of adolescents' differential adjustments, this article investigates the role of sensory-processing sensitivity using the Japanese version of Highly Sensitive Child Scale for Adolescence (J-HSCS) and tests whether the diathesis-stress model or the differential susceptibility model best describes students' socioemotional adjustment across their high school transition. The current article used the two-wave data collected from Japanese adolescents aged from 14 to 15 years (n = 412, 50% girls). In Study 1, we investigated the replicability of psychometric properties of J-HSCS. The results supported previous findings, indicating its validity for the bifactor model. In Study 2, we utilized confirmatory competitive model testing, which maximizes statistical power by parameterizing the crossover point to allow a direct comparison of alternative models. The results indicate that neither the diathesis-stress nor the differential susceptibility models fitted the data. Rather, a strong vantage sensitivity model was revealed, suggesting that highly susceptible adolescents disproportionately benefitted from a positive school transition over their counterparts. This finding signified the role of adolescents' sensitivity to environmental influences and the importance of considering its moderation under Person × Environment interactions. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

中文翻译：

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在积极的学校过渡中对青少年高度敏感的福利：日本高中生对有利的敏感性的证据。

一些研究人员指出，向高中过渡会改变青少年的发展轨迹。其他人则断言，这为促进青少年的社会情感福祉提供了新的可能性。这种主张缺少一种批评观点，即个体差异与环境影响相互作用。我们采用了“差异敏感性”理论的框架，该框架假定个体敏感性会适度地影响外部影响。为了阐明青少年差异调节的机制，本文使用日文版的《青少年高敏感度儿童量表》（J-HSCS）来研究感觉处理敏感性的作用，并测试素质压力模型或差异敏感性模型是否最佳。描述学生的 在高中过渡期间进行社会情感调整。本文使用从14至15岁（n = 412，50％的女孩）的日本青少年收集的两波数据。在研究1中，我们调查了J-HSCS心理测量特性的可复制性。结果支持以前的发现，表明其对双因素模型的有效性。在研究2中，我们利用了验证性竞争模型测试，该测试通过对交叉点进行参数化来最大程度地提高统计能力，从而可以直接比较其他模型。结果表明，无论是素质压力还是差异敏感性模型都不符合数据。相反，揭示了一个强大的有利敏感性模型，表明高度易感的青少年从积极的学校过渡中获得了比同龄人更多的受益。这一发现标志着青少年对环境影响的敏感性的作用以及在人与环境的相互作用下考虑其适度的重要性。（PsycInfo数据库记录（c）2020 APA，保留所有权利）。