Life-span and Life-course Studies; Developmental and Educational Psychology; Demography
Résumé :
[en] Developmental science suggests that the consequences of mental health problems for life-course outcomes may depend on the timing of their onset. This study investigated the extent to which mental health predicted educational attainment at ages 17, 20, and 25 and whether gender moderated the links between mental health and educational attainment. It used data from Next Steps, a nationally representative panel survey of individuals born in 1989/1990 in England (N = 15,594, 48% female, 33% ethnic minority). The findings suggest that differences in mental health were more consequential for educational attainment during adolescence than in young adulthood. On average, girls attained higher levels of education than boys, but gender did not moderate the role that mental health played for educational attainment. (PsycInfo Database Record (c) 2023 APA, all rights reserved).
Disciplines :
Sciences sociales & comportementales, psychologie: Multidisciplinaire, généralités & autres
Auteur, co-auteur :
BURGER, Kaspar ; University of Luxembourg ; Jacobs Center for Productive Youth Development, University of Zurich
Becker, Michael; Center for Research on Education and School Development (IFS), TU Dortmund University
Schoon, Ingrid; Social Research Institute, University College London
Co-auteurs externes :
yes
Langue du document :
Anglais
Titre :
Mental health and educational attainment: How developmental stage matters.
Date de publication/diffusion :
28 septembre 2023
Titre du périodique :
Developmental Psychology
ISSN :
0012-1649
eISSN :
1939-0599
Maison d'édition :
American Psychological Association (APA), Etats-Unis
Agnafors, S., Barmark,M., & Sydsjö, G. (2021). Mentalhealth and academic performance: A study on selection and causation effects from childhood to early adulthood. Social Psychiatry and Psychiatric Epidemiology, 56(5), 857-866. https://doi.org/10.1007/s00127-020-01934-5
Ai, C., & Norton, E. C. (2003). Interaction terms in logit and probit models. Economics Letters, 80(1), 123-129. https://doi.org/10.1016/S0165-1765(03)00032-6
Arnett, J. J. (1999). Adolescent storm and stress, reconsidered. The American Psychologist, 54(5), 317-326. https://doi.org/10.1037/0003-066X.54.5.317
Auerbach, R. P., Alonso, J., Axinn, W. G., Cuijpers, P., Ebert, D. D., Green, J. G., Hwang, I., Kessler, R. C., Liu, H., Mortier, P., & Nock, M. K. (2016). Mental disorders among college students in the world health organization world mental health surveys. Psychological Medicine, 46(14), 2955-2970. https://doi.org/10.1017/S0033291716001665
Auguie, B., & Antonov, A. (2017). gridExtra: Miscellaneous functions for “grid” graphics (Version 2.3) [Computer software]. https://CRAN.R-project.org/package=gridExtra
Ayuso-Mateos, J. L., Nuevo, R., Verdes, E., Naidoo, N., & Chatterji, S. (2010). From depressive symptoms to depressive disorders: The relevance of thresholds. The British Journal of Psychiatry, 196(5), 365-371. https://doi.org/10.1192/bjp.bp.109.071191
Baltes, P. B. (1987). Theoretical propositions of life-span developmental psy-chology: On the dynamics between growth and decline. Developmental Psychology, 23(5), 611-626. https://doi.org/10.1037/0012-1649.23.5.611
Baltes, P. B., & Baltes, M. M. (1990). Psychological perspectives on success-ful aging: The model of selective optimization with compensation. In M. M. Baltes & P. B. Baltes (Eds.), Successful aging: Perspectives from the behavioral sciences (pp. 1-34). Cambridge University Press. https://doi.org/10.1017/CBO9780511665684.003
Bartley, M., Schoon, I., Mitchell, R., & Blane, D. (2010). Resilience as an asset for healthy development. In A. Morgan, M. Davies, & E. Ziglio (Eds.), Health assets in a global context: Theory, methods, action (pp. 101-115). Springer. https://doi.org/10.1007/978-1-4419-5921-8_6
Baumeister, R. F., Campbell, J. D., Krueger, J. I., & Vohs, K. D. (2003). Does high self-esteem cause better performance, interpersonal success, happi-ness, or healthier lifestyles? Psychological Science in the Public Interest, 4(1), 1-44. https://doi.org/10.1111/1529-1006.01431
Berndt, E. R., Koran, L. M., Finkelstein, S. N., Gelenberg, A. J., Kornstein, S. G., Miller, I. M., Thase, M. E., Trapp, G. A., & Keller, M. B. (2000). Lost human capital from early-onset chronic depression. American Journal of Psychiatry, 157(6), 940-947. https://doi.org/10.1176/appi.ajp.157.6.940
Blanchflower, D. G. (2020). Unhappiness and age. Journal of Economic Behavior and Organization, 176, 461-488. https://doi.org/10.1016/j.jebo.2020.04.022
Boden, J. M., Fergusson, D. M., & Horwood, L. J. (2008). Does adolescent self-esteem predict later life outcomes? A test of the causal role of self-esteem. Development and Psychopathology, 20(1), 319-339. https://doi.org/10.1017/S0954579408000151
Bower, J. E., Low, C. A., Moskowitz, J. T., Sepah, S., & Epel, E. (2008). Benefit finding and physical health: Positive psychological changes and enhanced allostasis. Social and Personality Psychology Compass, 2(1), 223-244. https://doi.org/10.1111/j.1751-9004.2007.00038.x
Brännlund, A., Strandh, M., & Nilsson, K. (2017). Mental-health and educa-tional achievement: The link between poor mental-health and upper sec-ondary school completion and grades. Journal of Mental Health, 26(4), 318-325. https://doi.org/10.1080/09638237.2017.1294739
Breslau, J., Lane, M., Sampson, N., & Kessler, R. C. (2008). Mental disor-ders and subsequent educational attainment in a US national sample. Journal of Psychiatric Research, 42(9), 708-716. https://doi.org/10.1016/j.jpsychires.2008.01.016
Brunello, G., & Rocco, L. (2017). The labor market effects of academic and vocational education over the life cycle: Evidence based on a British cohort. Journal of Human Capital, 11(1), 106-166. https://doi.org/10.1086/690234
Burger, K. (2021). Human agency in educational trajectories: Evidence from a stratified system. European Sociological Review, 37(6), 952-971. https://doi.org/10.1093/esr/jcab021
Burger, K. (2023). Disentangling the interplay of the sense of belonging and institutional channels in individuals’ educational trajectories. Developmental Psychology, 59(1), 30-42. https://doi.org/10.1037/dev0001448
Burger, K., Mortimer, J., & Johnson, M. K. (2020). Self-esteem and self-efficacy in the status attainment process and the multigenerational trans-mission of advantage. Social Science Research, 86, Article 102374. https://doi.org/10.1016/j.ssresearch.2019.102374
Burger, K., & Samuel, R. (2017). The role of perceived stress and self-efficacy in young people’s life satisfaction: A longitudinal study. Journal of Youth and Adolescence, 46(1), 78-90. https://doi.org/10.1007/s10964-016-0608-x
Burger, K., & Strassmann Rocha, D. (2023). Mental health, gender, and higher education attainment. Zeitschrift für Erziehungswissenschaft. Advance online publication. https://doi.org/10.1007/s11618-023-01187-3
Calderwood, L. (2018). Next steps. Sweep 8—Age 25 survey. User guide (2nd ed.). ESRC.
Campbell, O. L. K., Bann, D., & Patalay, P. (2021). The gender gap in ado-lescent mental health: A cross-national investigation of 566,829 adoles-cents across 73 countries. SSM—Population Health, 13, Article 100742. https://doi.org/10.1016/j.ssmph.2021.100742
Connell, J. P., & Wellborn, J. G. (1991). Competence, autonomy, and relat-edness: A motivational analysis of self-system processes. In M. R. Gunnar & L. A. Sroufe (Eds.), Self processes and development (pp. 43-77). Lawrence Erlbaum Associates.
Cornaglia, F., Crivellaro, E., & McNally, S. (2015). Mental health and edu-cation decisions. Labour Economics, 33, 1-12. https://doi.org/10.1016/j.labeco.2015.01.005
Dahl, R. E., Allen, N. B., Wilbrecht, L., & Suleiman, A. B. (2018). Importance of investing in adolescence from a developmental science perspective. Nature, 554(7693), 441-450. https://doi.org/10.1038/nature25770
Deighton, J., Humphrey, N., Belsky, J., Boehnke, J., Vostanis, P., & Patalay, P. (2018). Longitudinal pathways between mental health difficulties and academic performance during middle childhood and early adolescence. British Journal of Developmental Psychology, 36(1), 110-126. https://doi.org/10.1111/bjdp.12218
Department for Education. (2011). LSYPE user guide to the datasets: Wave 1 to wave 7.
Di Paula, A., & Campbell, J. D. (2002). Self-esteem and persistence in the face of failure. Journal of Personality and Social Psychology, 83(3), 711-724. https://doi.org/10.1037/0022-3514.83.3.711
Doi, Y., & Minowa, M. (2003). Factor structure of the 12-item General Health Questionnaire in the Japanese general adult population. Psychiatry and Clinical Neurosciences, 57(4), 379-383. https://doi.org/10.1046/j.1440-1819.2003.01135.x
Dupéré, V., Dion, E., Leventhal, T., Archambault, I., Crosnoe, R., & Janosz, M. (2018). High school dropout in proximal context: The triggering role of stressful life events. Child Development, 89(2), e107-e122. https://doi.org/10.1111/cdev.12792
Eccles, J. S., Midgley, C., Wigfield, A., Buchanan, C. M., Reuman, D., Flanagan, C., & Iver, D. M. (1993). Development during adolescence. The impact of stage-environment fit on young adolescents’ experiences in schools and in families. The American Psychologist, 48(2), 90-101. https://doi.org/10.1037/0003-066X.48.2.90
Enders, C. K. (2010). Applied missing data analysis (1st ed.). Guilford Press.
Enders, C. K., & Bandalos, D. L. (2001). The relative performance of full information maximum likelihood estimation for missing data in structural equation models. Structural Equation Modeling: A Multidisciplinary Journal, 8(3), 430-457. https://doi.org/10.1207/S15328007SEM0803_5
Esch, P., Bocquet, V., Pull, C., Couffignal, S., Lehnert, T., Graas, M., Fond-Harmant, L., & Ansseau, M. (2014). The downward spiral of mental disorders and educational attainment: A systematic review on early school leaving. BMC Psychiatry, 14(1), Article 237. https://doi.org/10.1186/s12888-014-0237-4
Eschenbeck, H., Kohlmann, C.-W., & Lohaus, A. (2007). Gender differences in coping strategies in children and adolescents. Journal of Individual Differences, 28(1), 18-26. https://doi.Org/10.1027/1614-0001.28.1.18
Evans, D., Borriello, G. A., & Field, A. P. (2018). Review of the academic and psychological impact of the transition to secondary education. Frontiers in Psychology, 9, Article 1482. https://doi.org/10.3389/fpsyg.2018.01482
Fletcher, J. M. (2008). Adolescent depression: Diagnosis, treatment, and edu-cational attainment. Health Economics, 17(11), 1215-1235. https://doi.org/10.1002/hec.1319
Fletcher, J. M. (2010). Adolescent depression and educational attainment: Results using sibling fixed effects. Health Economics, 19(7), 855-871. https://doi.org/10.1002/hec.1526
Folkman, S. (2013). Stress: Appraisal and coping. In M. D. Gellman & J. R. Turner (Eds.), Encyclopedia of behavioral medicine (pp. 1913-1915). Springer. https://doi.org/10.1007/978-1-4419-1005-9_215
Fox, S. E., Levitt, P., & Iii, C. A. N. (2010). How the timing and quality of early experiences influence the development of brain architecture. Child Development, 81(1), 28-40. https://doi.org/10.1111/j.1467-8624.2009.01380.x
French, D. J., & Tait, R. J. (2004). Measurement invariance in the General Health Questionnaire-12 in young Australian adolescents. European Child and Adolescent Psychiatry, 13(1), 1-7. https://doi.org/10.1007/s00787-004-0345-7
Garber, J., Weiss, B., & Shanley, N. (1993). Cognitions, depressive symp-toms, and development in adolescents. Journal of Abnormal Psychology, 102(1), 47-57. https://doi.org/10.1037/0021-843X.102.1.47
Gnambs, T., & Staufenbiel, T. (2018). The structure of the General Health Questionnaire (GHQ-12): Two meta-analytic factor analyses. Health Psychology Review, 12(2), 179-194. https://doi.org/10.1080/17437199.2018.1426484
Goldberg, D., & Williams, P. (1988). General Health Questionnaire—GHQ. NFER-Nelson.
Gotlib, I. H., Lewinsohn, P. M., & Seeley, J. R. (1995). Symptoms versus a diagnosis of depression: Differences in psychosocial functioning. Journal of Consulting and Clinical Psychology, 63(1), 90-100. https://doi.org/10.1037/0022-006X.63.1.90
Graetz, B. (1991). Multidimensional properties of the General Health Questionnaire. Social Psychiatry and Psychiatric Epidemiology, 26(3), 132-138. https://doi.org/10.1007/BF00782952
Griffith, G. J., & Jones, K. (2019). Understanding the population structure of the GHQ-12: Methodological considerations in dimensionally complex measurement outcomes. Social Science and Medicine, 243, Article 112638. https://doi.org/10.1016/j.socscimed.2019.112638
Gustems-Carnicer, J., Calderón, C., & Calderón-Garrido, D. (2019). Stress, coping strategies and academic achievement in teacher education students. European Journal of Teacher Education, 42(3), 375-390. https://doi.org/10.1080/02619768.2019.1576629
Gutman, L. M., Joshi, H., & Schoon, I. (2019). Developmental trajectories of conduct problems and cumulative risk from early childhood to adoles-cence. Journal of Youth and Adolescence, 48(2), 181-198. https://doi.org/10.1007/s10964-018-0971-x
Hale, D. R., Bevilacqua, L., & Viner, R. M. (2015). Adolescent health and adult education and employment: A systematic review. Pediatrics, 136(1), 128-140. https://doi.org/10.1542/peds.2014-2105
Hampel, P., & Petermann, F. (2006). Perceived stress, coping, and adjustment in adolescents. Journal of Adolescent Health, 38(4), 409-415. https://doi.org/10.1016/j.jadohealth.2005.02.014
Hards, E., Ellis, J., Fisk, J., & Reynolds, S. (2020). Negative view of the self and symptoms of depression in adolescents. Journal of Affective Disorders, 262, 143-148. https://doi.Org/10.1016/j.jad.2019.11.012
Hjorth, C. F., Bilgrav, L., Frandsen, L. S., Overgaard, C., Torp-Pedersen, C., Nielsen, B., & B⊘ggild, H. (2016). Mental health and school dropout across educational levels and genders: A 4.8-year follow-up study. BMC Public Health, 16(1), Article 976. https://doi.org/10.1186/s12889-016-3622-8
Hoare, E., Millar, L., Fuller-Tyszkiewicz, M., Skouteris, H., Nichols, M., Malakellis, M., Swinburn, B., & Allender, S. (2016). Depressive sympto-matology, weight status and obesogenic risk among Australian adoles-cents: A prospective cohort study. BMJ Open, 6(3), Article e010072. https://doi.org/10.1136/bmjopen-2015-010072
Hops, H., Lewisohn, P. M., & Roberts, R. E. (1990). Psychological correlates of depressive symptomology among high school students. Journal of Clinical Child Psychology, 19(3), 211-220. https://doi.org/10.1207/s15374424jccp1903_3
Hystad, S. W., & Johnsen, B. H. (2020). The dimensionality of the 12-item General Health Questionnaire (GHQ-12): Comparisons of factor structures and invariance across samples and time. Frontiers in Psychology, 11, Article 1300. https://doi.org/10.3389/fpsyg.2020.01300
Johnson, M. K., Crosnoe, R., & Elder, G. H. (2011). Insights on adolescence from a life course perspective. Journal of Research on Adolescence, 21(1), 273-280. https://doi.org/10.1111/j.1532-7795.2010.00728.x
Jones, S., & Day, C. (2008). Self appraisal and behavioural activation in the prediction of hypomanic personality and depressive symptoms. Personality and Individual Differences, 45(7), 643-648. https://doi.org/10.1016/j.paid.2008.07.008
Kazak, A. E. (2018). Journal article reporting standards. American Psychologist, 73(1), 1-2. https://doi.org/10.1037/amp0000263
Kessler, R. C., Berglund, P., Demler, O., Jin, R., Merikangas, K. R., & Walters, E. E. (2005). Lifetime prevalence and age-of-onset distributions of DSM-IV disorders in the National Comorbidity Survey Replication. Archives of General Psychiatry, 62(6), 593-602. https://doi.org/10.1001/archpsyc.62.6.593
Kieling, C., Baker-Henningham, H., Belfer, M., Conti, G., Ertem, I., Omigbodun, O., Rohde, L. A., Srinath, S., Ulkuer, N., & Rahman, A. (2011). Child and adolescent mental health worldwide: Evidence for action. The Lancet, 378(9801), 1515-1525. https://doi.org/10.1016/S0140-6736(11)60827-1
Låftman, S. B., Almquist, Y. B., & Ostberg, V. (2013). Students’ accounts of school-performance stress: A qualitative analysis of a high-achieving set-ting in Stockholm, Sweden. Journal of Youth Studies, 16(7), 932-949. https://doi.org/10.1080/13676261.2013.780126
Lazarus, R. S. (2006). Stress and emotion: A new synthesis. Springer.
Leach, L. S., & Butterworth, P. (2012). The effect of early onset common mental disorders on educational attainment in Australia. Psychiatry Research, 199(1), 51-57. https://doi.org/10.1016/j.psychres.2012.03.040
Little, T. D., Jorgensen, T. D., Lang, K. M., & Moore, E. W. G. (2014). On the joys of missing data. Journal of Pediatric Psychology, 39(2), 151-162. https://doi.org/10.1093/jpepsy/jst048
Ludecke, D. (2018). ggeffects: Tidy data frames of marginal effects from regression models. Journal of Open Source Software, 3(26), Article 772. https://doi.org/10.21105/joss.00772
Ludecke, D., Giné-Vázquez, I., & Bartel, A. (2021). sjmisc: Data and vari-able transformation functions (Version 2.8.7) [Computer software]. https://CRAN.R-project.org/package=sjmisc
Ludecke, D., Ranzolin, A., & Troye, J. D. (2021). sjlabelled: Labelled data utility functions (Version 1.1.8) [Computer software]. https://CRAN.R-project.org/package=sjlabelled
Manwell, L. A., Barbic, S. P., Roberts, K., Durisko, Z., Lee, C., Ware, E., & McKenzie, K. (2015). What is mental health? Evidence towards a new def-inition from a mixed methods multidisciplinary international survey. BMJ Open, 5(6), Article e007079. https://doi.org/10.1136/bmjopen-2014-007079
Marsh, H. W., & O’Mara, A. (2008). Reciprocal effects between academic self-concept, self-esteem, achievement, and attainment over seven adoles-cent years: Unidimensional and multidimensional perspectives of self-concept. Personality and Social Psychology Bulletin, 34(4), 542-552. https://doi.org/10.1177/0146167207312313
Martin, A. J. (1999). Assessing the multidimensionality of the 12-item General Health Questionnaire. Psychological Reports, 84(3), 927-935. https://doi.org/10.2466/pr0.1999.84.3.927
McLeod, J. D., & Fettes, D. L. (2007). Trajectories of failure: The educational careers of children with mental health problems. American Journal of Sociology, 113(3), 653-701. https://doi.org/10.1086/521849
Mikkonen, J., Moustgaard, H., Remes, H., & Martikainen, P. (2018). The population impact of childhood health conditions on dropout from upper-secondary education. The Journal of Pediatrics, 196, 283-290.e4. https://doi.org/10.1016/j.jpeds.2018.01.034
Mize, T. D. (2019). Best practices for estimating, interpreting, and presenting nonlinear interaction effects. Sociological Science, 6, 81-117. https://doi.org/10.15195/v6.a4
Mojtabai, R., Stuart, E. A., Hwang, I., Eaton, W. W., Sampson, N., & Kessler, R. C. (2015). Long-term effects of mental disorders on educa-tional attainment in the National Comorbidity Survey ten-year follow-up. Social Psychiatry and Psychiatric Epidemiology, 50(10), 1577-1591. https://doi.org/10.1007/s00127-015-1083-5
Mortimer, J. T. (2010). The benefits and risks of adolescent employment. The Prevention Researcher, 17(2), 8-11.
Muthén, L. K., & Muthén, B. O. (2017). Mplus user’s guide (8th ed.).
Needham, B. L. (2009). Adolescent depressive symptomatology and young adult educational attainment: An examination of gender differences. Journal of Adolescent Health, 45(2), 179-186. https://doi.org/10.1016/j.jadohealth.2008.12.015
Nouri, F., Feizi, A., Roohafza, H., Sadeghi, M., & Sarrafzadegan, N. (2021). How different domains of quality of life are associated with latent dimen-sions of mental health measured by GHQ-12. Health and Quality of Life Outcomes, 19(1), Article 255. https://doi.org/10.1186/s12955-021-01892-9
O’Connor, M., Cloney, D., Kvalsvig, A., & Goldfeld, S. (2019). Positive mental health and academic achievement in elementary school: New evi-dence from a matching analysis. Educational Researcher, 48(4), 205-216. https://doi.org/10.3102/0013189X19848724
Office for National Statistics. (2021). The National Statistics Socio-economic Classification (NS-SEC).
Olivier, E., Morin, A. J. S., Leo, V., & Salmela-Aro, K. (2023). The intercon-nected development of depressive symptoms and school functioning from mid-adolescence to early adulthood: A piecewise growth mixture analysis. Journal of Educational Psychology, 115(3), 427-445. https://doi.org/10.1037/edu0000761
Ord, A. S., Stranahan, K. R., Hurley, R. A., & Taber, K. H. (2020). Stress-related growth: Building a more resilient brain. The Journal of Neuropsychiatry and Clinical Neurosciences, 32(3), 206-212. https://doi.org/10.1176/appi.neuropsych.20050111
Orth, U., Robins, R. W., & Widaman, K. F. (2012). Life-span development of self-esteem and its effects on important life outcomes. Journal of Personality and Social Psychology, 102(6), 1271-1288. https://doi.org/10.1037/a0025558
Padrón, A., Galán, I., Durbán, M., Gandarillas, A., & Rodríguez-Artalejo, F. (2012). Confirmatory factor analysis of the General Health Questionnaire (GHQ-12) in Spanish adolescents. Quality of Life Research, 21(7), 1291-1298. https://doi.org/10.1007/s11136-011-0038-x
Patel, V., Saxena, S., Lund, C., Thornicroft, G., Baingana, F., Bolton, P., Chisholm, D., Collins, P. Y., Cooper, J. L., Eaton, J., Herrman, H., Herzallah, M. M., Huang, Y., Jordans, M. J. D., Kleinman, A., Medina-Mora, M. E., Morgan, E., Niaz, U., Omigbodun, O.,… Unützer, J. (2018). The lancet commission on global mental health and sustainable development. The Lancet, 392(10157), 1553-1598. https://doi.org/10.1016/S0140-6736(18)31612-X
Petersen, K. J., Humphrey, N., & Qualter, P. (2022). Dual-factor mental health from childhood to early adolescence and associated factors: A latent transition analysis. Journal of Youth and Adolescence, 51(6), 1118-1133. https://doi.org/10.1007/s10964-021-01550-9
Politi, P. L., Piccinelli, M., & Wilkinson, G. (1994). Reliability, validity and factor structure of the 12-item General Health Questionnaire among young males in Italy. Acta Psychiatrica Scandinavica, 90(6), 432-437. https://doi.org/10.1111/j.1600-0447.1994.tb01620.x
Porter, A. C., Zelkowitz, R. L., Gist, D. C., & Cole, D. A. (2019). Self-evaluation and depressive symptoms: A latent variable analysis of self-esteem, shame-proneness, and self-criticism. Journal of Psychopathology and Behavioral Assessment, 41(2), 257-270. https://doi.org/10.1007/s10862-019-09734-1
Priess, H. A., Lindberg, S. M., & Hyde, J. S. (2009). Adolescent gender-role iden-tity and mental health: Gender intensification revisited. Child Development, 80(5), 1531-1544. https://doi.org/10.1111/j.1467-8624.2009.01349.x
R Core Team. (2020). R: A language and environment for statistical comput-ing (Version 4.0.2: Taking Off Again) [Computer software]. R Foundation for Statistical Computing.
Rey, J. J., Abad, F. J., Barrada, J. R., Garrido, L. E., & Ponsoda, V. (2014). The impact of ambiguous response categories on the factor structure of the GHQ-12. Psychological Assessment, 26(3), 1021-1030. https://doi.org/10.1037/a0036468
Riglin, L., Frederickson, N., Shelton, K. H., & Rice, F. (2013). A longitudinal study of psychological functioning and academic attainment at the transi-tion to secondary school. Journal of Adolescence, 36(3), 507-517. https://doi.org/10.1016/j.adolescence.2013.03.002
Robins, R. W., & Trzesniewski, K. H. (2005). Self-esteem development across the lifespan. Current Directions in Psychological Science, 14(3), 158-162. https://doi.org/10.1111/j.0963-7214.2005.00353.x
Rosenfield, S., & Mouzon, D. (2013). Gender and mental health. In C. S. Aneshensel, J. C. Phelan, & A. Bierman (Eds.), Handbook of the soci-ology of mental health (pp. 277-296). Springer. https://doi.org/10.1007/978-94-007-4276-5_14
Rothon, C., Head, J., Clark, C., Klineberg, E., Cattell, V., & Stansfeld, S. (2009). The impact of psychological distress on the educational achieve-ment of adolescents at the end of compulsory education. Social Psychiatry and Psychiatric Epidemiology, 44(5), 421-427. https://doi.org/10.1007/s00127-008-0452-8
Salmela-Aro, K., Aunola, K., & Nurmi, J.-E. (2008). Trajectories of depres-sive symptoms during emerging adulthood: Antecedents and conse-quences. European Journal of Developmental Psychology, 5(4), 439-465. https://doi.org/10.1080/17405620600867014
Salmela-Aro, K., Kiuru, N., & Nurmi, J.-E. (2008). The role of educational track in adolescents’ school burnout: A longitudinal study. The British Journal of Educational Psychology, 78(4), 663-689. https://doi.org/10.1348/000709908X281628
Sánchez-López, M. P., & Dresch, V. (2008). The 12-item General Health Questionnaire (GHQ-12): Reliability, external validity and factor structure in the Spanish population. Psicothema, 20(4), 839-843. https://www.psicothema.com/psicothema.asp?id=3564
Schoon, I., & Lyons-Amos, M. (2016). Diverse pathways in becoming an adult: The role of structure, agency and context. Research in Social Stratification and Mobility, 46, 11-20. https://doi.org/10.1016/j.rssm.2016.02.008
Schulenberg, J. E., Bryant, A. L., & O’Malley, P. M. (2004). Taking hold of some kind of life: How developmental tasks relate to trajectories of well-being during the transition to adulthood. Development and Psychopathology, 16(4), 1119-1140. https://doi.org/10.1017/S0954579404040167
Seiffge-Krenke, I., Aunola, K., & Nurmi, J.-E. (2009). Changes in stress per-ception and coping during adolescence: The role of situational and per-sonal factors. Child Development, 80(1), 259-279. https://doi.org/10.1111/j.1467-8624.2008.01258.x
Shevlin, M., & Adamson, G. (2005). Alternative factor models and factorial invariance of the GHQ-12: A large sample analysis using confirmatory factor analysis. Psychological Assessment, 17(2), 231-236. https://doi.org/10.1037/1040-3590.17.2.231
Skinner, E. A., & Zimmer-Gembeck, M. J. (2007). The development of cop-ing. Annual Review of Psychology, 58(1), 119-144. https://doi.org/10.1146/annurev.psych.58.110405.085705
Slominski, L., Sameroff, A., Rosenblum, K., & Kasser, T. (2011). Longitudinal predictors of adult socioeconomic attainment: The roles of socioeconomic status, academic competence, and mental health. Development and Psychopathology, 23(1), 315-324. https://doi.org/10.1017/S0954579410000829
Smith, N. R., Marshall, L., Albakri, M., Smuk, M., Hagell, A., & Stansfeld, S. (2021). Adolescent mental health difficulties and educational attain-ment: Findings from the UK household longitudinal study. BMJ Open, 11(7), Article e046792. https://doi.org/10.1136/bmjopen-2020-046792
Staff, J., & Mortimer, J. T. (2007). Educational and work strategies from ado-lescence to early adulthood: Consequences for educational attainment. Social Forces, 85(3), 1169-1194. https://doi.org/10.1353/sof.2007.0057
Stein, D. J., Phillips, K. A., Bolton, D., Fulford, K. W. M., Sadler, J. Z., & Kendler, K. S. (2010). What is a mental/psychiatric disorder? From DSM-IV to DSM-V. Psychological Medicine, 40(11), 1759-1765. https://doi.org/10.1017/S0033291709992261
Steinberg, L., & Silverberg, S. B. (1986). The vicissitudes of autonomy in early adolescence. Child Development, 57(4), 841-851. https://doi.org/10.2307/1130361
Stentiford, L., Koutsouris, G., & Allan, A. (2021). Girls, mental health and aca-demic achievement: A qualitative systematic review. Educational Review, 75(6), 1224-1254. https://doi.org/10.1080/00131911.2021.2007052
Suldo, S. M., Shaunessy, E., Thalji, A., Michalowski, J., & Shaffer, E. (2009). Sources of stress for students in high school college preparatory and general education programs: Group differences and associations with adjustment. Adolescence, 44(176), 925-948.
Taylor, M. P. (2006). Tell me why I don’t like Mondays: Investigating day of the week effects on job satisfaction and psychological well-being. Journal of the Royal Statistical Society. Series A (Statistics in Society), 169(1), 127-142. https://doi.org/10.1111/j.1467-985X.2005.00376.x
University College London, UCL Institute of Education, & Centre for Longitudinal Studies. (2021). Next steps: Sweeps 1-8, 2004-2016 (15th ed., UK Data Service SN: 5545) [Data collection]. https://doi.org/10.5255/UKDA-SN-5545-7
Vaez, M., & Laflamme, L. (2008). Experienced stress, psychological symp-toms, self-rated health and academic achievement: A longitudinal study of
Swedish university students. Social Behavior and Personality: An International Journal, 36(2), 183-196. https://doi.org/10.2224/sbp.2008.36.2.183
Vaillant, G. (2012). Positive mental health: Is there a cross-cultural defini-tion? World Psychiatry, 11(2), 93-99. https://doi.org/10.1016/j.wpsyc.2012.05.006
Veldman, K., Bültmann, U., Stewart, R. E., Ormel, J., Verhulst, F. C., & Reijneveld, S. A. (2014). Mental health problems and educational attain-ment in adolescence: 9-year follow-up of the TRAILS study. PLoS One, 9(7), Article e101751. https://doi.org/10.1371/journal.pone.0101751
Von Simson, K., Brekke, I., & Hardoy, I. (2022). The impact of mental health problems in adolescence on educational attainment. Scandinavian Journal of Educational Research, 66(2), 306-320. https://doi.org/10.1080/00313831.2020.1869077
WHO. (2021, November). Mental health of adolescents. https://www.who.int/news-room/fact-sheets/detail/adolescent-mental-health
Wickersham, A., Sugg, H. V. R., Epstein, S., Stewart, R., Ford, T., & Downs, J. (2021). Systematic review and meta-analysis: The association between child and adolescent depression and later educational attainment. Journal of the American Academy of Child and Adolescent Psychiatry, 60(1), 105-118. https://doi.org/10.1016/j.jaac.2020.10.008
Wickham, H. (2016). ggplot2: Elegant graphics for data analysis. Springer.
Wilhsson, M., Svedberg, P., Hogdin, S., & Nygren, J. M. (2017). Strategies of adolescent girls and boys for coping with school-related stress. The Journal of School Nursing, 33(5), 374-382. https://doi.org/10.1177/1059840516676875
Worsley, A., & Gribbin, C. C. (1977). A factor analytic study of the twelve item General Health Questionnaire. Australian and New Zealand Journal of Psychiatry, 11(4), 269-272. https://doi.org/10.3109/00048677709159577
Zadow, C., Houghton, S., Hunter, S. C., Rosenberg, M., & Wood, L. (2017). Associations between positive mental wellbeing and depressive symptoms in Australian adolescents. The Educational and Developmental Psychologist, 34(2), 95-105. https://doi.org/10.1017/edp.2017.6
Zimmer-Gembeck, M. J. (2016). Peer rejection, victimization, and relational self-system processes in adolescence: Toward a transactional model of stress, coping, and developing sensitivities. Child Development Perspectives, 10(2), 122-127. https://doi.org/10.1111/cdep.12174
