The transition to secondary school may negatively impact adolescents’ psychosocial and subjective well-being development. However, how subjective well-being develops during secondary school and how school contextual factors, including aspects of ability grouping and achievement composition, are associated with the development of subjective well-being still require clarification. This study examined two measures of subjective well-being, life satisfaction and school satisfaction, to investigate the development of subjective well-being during secondary school. Moreover, school context variations in the form of school tracks and school-level achievement were analyzed to examine the extent to which ability grouping and achievement composition were associated with the development of subjective well-being. A large-scale longitudinal German dataset with four measurement points from grades 6 to 10 was analyzed (Time 1: N = 1,841; M_age = 12.20, SD = 0.81; 48.4% female; 45.3% immigrant students). The latent growth model revealed that life satisfaction and school satisfaction decreased statistically significantly during secondary school, yet school satisfaction showed a temporary increase between the end of primary school and right after the transition to secondary school. School tracks did not statistically significantly predict the magnitude of the decline in life satisfaction or school satisfaction. Only school-level achievement composition significantly negatively predicted the decline in life satisfaction, suggesting that students in schools with higher levels of achievement composition had a greater decrease in life satisfaction than their counterparts in schools with lower levels of achievement composition. Taken together, these findings contribute to the knowledge of how life and school satisfaction develop during secondary school and the long-term associations between subjective well-being and school context factors.

过渡到中学可能会对青少年的社会心理和主观幸福感发展产生负面影响。然而，主观幸福感在中学期间如何发展以及学校背景因素（包括能力分组和成绩构成方面）如何与主观幸福感的发展相关仍需要澄清。本研究检验了主观幸福感、生活满意度和学校满意度这两个指标，以调查中学期间主观幸福感的发展。此外，分析了学校轨道和学校水平成绩形式的学校环境变化，以检验能力分组和成绩构成与主观幸福感发展的关联程度。人数 = 1,841；M_年龄 = 12.20，SD = 0.81；48.4% 女性；45.3% 的移民学生）。潜在增长模型显示，生活满意度和学校满意度在中学期间显着下降，但学校满意度在小学结束和刚升入中学之间出现暂时性上升。学校轨道并没有在统计上显着预测生活满意度或学校满意度下降的幅度。只有学校水平的成绩作文显着负向预测了生活满意度的下降，这表明成绩作文水平较高的学校的学生比成绩作文水平较低的学校的学生生活满意度下降幅度更大。综合起来，