This research investigates the self-reported perceptions, readiness and psychological wellbeing of 15 male primary school students prior to transitioning to a secondary boarding school (S1) located away from home and family. A mixed-methods approach was used (i.e., online questionnaire and focus group), and findings indicate that while participants were apprehensive about expectations, study and encountering new technology at boarding school, all viewed the impending transition to S1 as a positive opportunity in their educational journey. Participants reported academic motivation and self-regulation above the norm; however, both questionnaire and focus group data indicated their academic self-perception was low. Levels of reported psychological distress were low, with symptoms associated with emotional problems, conduct problems, hyperactivity, peer problems, prosocial behaviour and overall total difficulties all found to be within the normal range. Indicators of life satisfaction and protective factors associated with resilience were similarly found to be within the normal range. Four major themes and eight subthemes emerged from the qualitative data, including: (1) enthusiasm (i.e., confidence, sadness); (2) opportunity (i.e., new experiences and choices, friendships); (3) anchor points (i.e., older siblings, orientation); and (4) expectations (i.e., study, technology). The findings of this study add to the literature encouraging staff in boarding schools to view transition through the lens of the early to mid-adolescence developmental period and the emergence of co-occurring innate psychological needs – in particular, the desire for competence, autonomy and relatedness. Strengths and limitations of this study are presented.

中文翻译：

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小学生在过渡到寄宿中学之前的自我报告的看法、准备情况和心理健康

本研究调查了 15 名男小学生在转入远离家庭和家人的中学寄宿学校 (S1) 之前自我报告的看法、准备情况和心理健康。使用了混合方法（即在线问卷调查和焦点小组），调查结果表明，虽然参与者对寄宿学校的期望、学习和遇到新技术感到担忧，但所有人都认为即将过渡到 S1 是他们学习的一个积极机会。教育之旅。参与者报告的学术动机和自我调节高于正常水平；然而，问卷调查和焦点小组数据都表明他们的学术自我认知很低。报告的心理困扰水平较低，症状与情绪问题、行为问题、多动症、同伴问题、亲社会行为和总体困难都在正常范围内。同样发现与复原力相关的生活满意度和保护因素指标在正常范围内。从定性数据中出现了四大主题和八个子主题，包括：（1）热情（即自信、悲伤）；(2) 机会（即新的经历和选择、友谊）；（3）锚点（即兄弟姐妹、方向）；(4) 期望（即学习、技术）。这项研究的结果增加了文献，鼓励寄宿学校的工作人员通过青春期早期到中期发育期的镜头来看待过渡，以及同时出现的先天心理需求——特别是对能力、自主性和相关性。