Preliminary Development and Validation of the Positive School Transition Readiness Survey (PSTRS)

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aut.relation.endpage1237
aut.relation.issue3
aut.relation.journalPsychology in the Schools
aut.relation.startpage1217
aut.relation.volume61
dc.contributor.authorBharara, G
dc.contributor.authorDuncan, S
dc.date.accessioned2024-06-12T01:35:12Z
dc.date.available2024-06-12T01:35:12Z
dc.date.issued2023-11-17
dc.description.abstractThe transition to secondary school can be a challenging period for adolescents. Although several questionnaires exist to measure transition-related concerns, there is a need to develop a comprehensive survey for assessing the knowledge and skills that adolescents require to adapt effectively to a new school. Thus, the purpose of this study was to develop and investigate the psychometric properties of a preliminary self-report tool (PSTRS) for identifying the presence or absence of factors that facilitate transition to secondary school and are important for adolescent understanding of well-being. The PSTRS was developed in a series of stages that involved a systematic review of the school transition literature, a review of psychometric scales, empirical data of adolescents' well-being conceptualizations, expert reviews, and a pilot study. Seventy-one items were compiled to collect information on 20 school, social, physical, psychological, and spiritual components. Cronbach's alpha for the survey was 0.943 in a sample of Year 8 NZ intermediate school students (N = 471). Test–retest reliability was 0.866 in a subsample of 121 participants. Single-measures ICCs of subscales ranged from 0.501 to 0.943. The PC analysis resulted in a three-component factor structure. The PSTRS and its subscales positively correlated with well-being and negatively correlated with anxiety. Overall, PSTRS appears to be a reliable and valid tool for determining adolescent readiness to transition to secondary school. PSTRS data may be useful for researchers, school professionals, psychologists, and policymakers to better understand positive school transitions. Implications for future research and practice are discussed.
dc.identifier.citationPsychology in the Schools, ISSN: 0033-3085 (Print); 1520-6807 (Online), Wiley, 61(3), 1217-1237. doi: 10.1002/pits.23108
dc.identifier.doi10.1002/pits.23108
dc.identifier.issn0033-3085
dc.identifier.issn1520-6807
dc.identifier.urihttp://hdl.handle.net/10292/17655
dc.languageen
dc.publisherWiley
dc.relation.urihttp://creativecommons.org/licenses/by-nc/4.0/
dc.rights© 2023 The Authors. Psychology in the Schools Published by Wiley Periodicals LLC. This is an open access article under the terms of the Creative Commons Attribution‐NonCommercial License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited and is not used for commercial purposes.
dc.rights.accessrightsOpenAccess
dc.subject5205 Social and Personality Psychology
dc.subject52 Psychology
dc.subjectPediatric
dc.subjectBehavioral and Social Science
dc.subjectMental Health
dc.subjectClinical Research
dc.subjectBasic Behavioral and Social Science
dc.subject1303 Specialist Studies in Education
dc.subject1701 Psychology
dc.subjectEducation
dc.subject3904 Specialist studies in education
dc.subject5201 Applied and developmental psychology
dc.subject5203 Clinical and health psychology
dc.titlePreliminary Development and Validation of the Positive School Transition Readiness Survey (PSTRS)
dc.typeJournal Article
pubs.elements-id530649
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