STAIRWAY – From Primary School to Secondary School study research group
Table of contents
Research group description
STAIRWAY – From Primary School to Secondary School study research group
The research group aims to broaden our understanding of the individual- and environment-related factors that promote learning, school well-being and successful educational transitions. The longitudinal study follows a community sample of about 850 Finnish adolescents and their peers, parents, and teachers intensively across two critical educational transitions.
The study consists of two phases.
Phase 1: STAIRWAY – From Primary School to Lower Secondary School study
An intensive longitudinal data across the transition from primary school to lower secondary school was collected during 2014-2016 regarding individual dispositions, environmental factors, academic skills, motivation, learning-related emotions, and school well-being (n ~ 850). A subsample of students (n = 190) also participated in an experiment, which provided real-time information on emotional and motivational processes. The project focuses on interrelated factors that have the potential to predict emotional and motivational functioning in challenging vs. non-challenging achievement situations, and subsequent learning outcomes and adjustment.
Phase 2: STAIRWAY 2 – From Lower Secondary School to Upper Secondary School study
An intensive longitudinal data across the transition from lower secondary to upper secondary school was collected during 2017-2021 regarding individual dispositions, environmental factors, academic skills, motivation, career preparation, learning-related emotions, and psychological well-being (n ~ 850). The aim of the STAIRWAY 2 study is to examine individual and environmental factors that promote vs. hinder students’ successful transition to upper secondary education, as well as to support adolescents during this critical transition.
Keywords and themes
adolescence, home and school environments, learning and learning difficulties, motivation, learning-related emotions, psychophysiological states and reactions, temperament and individual differences, well-being, educational transitions
