Original Article

The Power of Everyday Peer Relatedness in Predicting Subjective Well-Being After School Transition

Andrea Schmidt, DIPF | Leibniz Institute for Research and Information in Education, Rostocker Straße 6, 60323 Frankfurt am Main, Germany,

[email protected]

https://orcid.org/0000-0003-2940-6613

DIPF | Leibniz Institute for Research and Information in Education, Frankfurt am Main, Germany, and Center for Research on Individual Development and Adaptive Education of Children at Risk (IDeA), Frankfurt a. M., Germany

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Judith Dirk

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, and

Florian Schmiedek

Goethe-University, Frankfurt am Main, Germany

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Published Online:September 30, 2021https://doi.org/10.1026/0049-8637/a000220

Supplemental Material

0049-8637_a000220_esm1.pdf (16 KB)

0049-8637_a000220_esm2.pdf (132 KB)

0049-8637_a000220_esm3.pdf (124 KB)

0049-8637_a000220_esm4.pdf (120 KB)

0049-8637_a000220_esm5.pdf (184 KB)

0049-8637_a000220_esm6.pdf (149 KB)

Special Issue: Social Relations in Educational Settings: Why Social Exclusion and Belonging Matter

Volume 52Issue 3-4Juli 2020

ISSN: 0049-8637eISSN: 2190-6262

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Acknowledgments:

We would like to thank Aamir Sajjad, Heiko Rölke, and the Technology‐Based Assessment Group at the Leibniz Institute for Research and Information in Education (DIPF) for developing and providing the software we used to assess the children’s experiences and performance via smartphones. We further owe special thanks to Michaela Menstell, Anna-Maria Grimm, Elena Galeano Weber, and a team of highly committed student assistants for their important roles in conducting the SASCHA project.

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Funding:

The SASCHA study is a project at the Individual Development and Adaptive Education of Children at Risk (IDeA) Center in Frankfurt am Main, Germany, and is funded by the German Research Foundation (DFG; Deutsche Forschungsgemeinschaft; Grant SCHM 2411/9 – 1).

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