Devine, Rory T., Gray, Louise, Edwards, Miryam, Jess, Mikeda, Dempsey, Caoimhe, Heng, Jean, Mehrotra, Mishika, Kyjonkova, Hana, Fink, Elian and Hughes, Claire
2025.
Changes in children's well-being and mental health across the early school years: Links with academic and social competence.
Developmental Psychology
10.1037/dev0001962
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Abstract
The aim of the present study was to examine the relation between children's well-being and mental health in the early years of primary school and the developmental association between well-being and mental health and children's early social and academic skills. Two hundred fifty-two children (131 girls, = 5.40 years, 80% White) and their caregivers (89.8% mothers) from the United Kingdom participated in a 1-year longitudinal study. Children completed measures of well-being, cognitive, and academic skills. Caregivers provided ratings of children's well-being and mental health. Teachers and caregivers rated children's social competence. Measurement models showed that well-being and mental health were distinct constructs at both time points. There were moderate levels of rank-order stability in well-being but declines in average levels of well-being with a corresponding increase in mental health difficulties. Well-being and mental health exhibited differential associations with social competence and academic performance. Initial levels of mental health predicted later academic and social competence, while gains in well-being were associated with academic skills and social competence. (PsycInfo Database Record (c) 2025 APA, all rights reserved).
Item Type: | Article |
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Date Type: | Published Online |
Status: | In Press |
Schools: | Schools > Psychology |
Publisher: | American Psychological Association |
ISSN: | 1939-0599 |
Date of First Compliant Deposit: | 1 May 2025 |
Date of Acceptance: | 10 February 2025 |
Last Modified: | 01 May 2025 10:30 |
URI: | https://orca.cardiff.ac.uk/id/eprint/177999 |
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