School well-being and school identity

The present study aims to investigate the longitudinal profiles of school well-being during the transition between primary and secondary schools, and how these trajectories impact school identity. Firstly, a person-oriented approach will capture individual differences and identify homogeneous profiles in the longitudinal trend of school well-being over the five years. School-related well-being was assessed along five dimensions: satisfaction and recognition, relationship with teachers, relationship with classmates, emotional attitude at school, and sense of self-efficacy. Second, the study will examine the associations of the emerged profiles with school identity (i.e., commitment, in-depth exploration, reconsideration of commitment).