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Exploring Close Relationships and Executive Functions as Unique and Joint Predictors of Adolescent Subjective Well-Being Across the Transition to High School

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  • Fatima Wasif

    (University of Waterloo)

  • Tara McAuley

    (University of Waterloo)

Abstract

One feature of middle adolescence is the transition to high school, a stressful life event. As teenagers enter high school, they face increased demands for independent academic work coupled with the need to establish new social networks. Students who successfully navigate this change have higher positive affect than those who find the transition rife with challenges. In addition, those who struggle to adjust post-transition experience increased negative affect and more mental health concerns – all of which are markers of subjective well-being (SWB). This study examined differences in youth SWB coinciding with the move to high school. Additionally, we explored the extent to which variations in teenagers’ executive functions (EFs) and close relationships with others predict SWB. To do so, we utilized self-report survey data from a community sample of 13-to-15-year-old adolescents (N = 106). Results showed that post-transition, youth reported significantly lower SWB, as reflected by less life satisfaction, and more psychological distress. Psychological distress was higher in adolescent girls, those who experienced more EF challenges, and teenagers with weaker relationships. Findings were similar for life satisfaction with one notable difference. For adolescents with average to low close relationships with others, greater EF difficulties predicted lower life satisfaction. However, strong close relationships weakened the negative association between EF challenges and life satisfaction. We discuss how mechanisms accounting for the possible protective role of social relationships for youth who struggle to utilize their EFs effectively will be crucial to explore in future research.

Suggested Citation

  • Fatima Wasif & Tara McAuley, 2024. "Exploring Close Relationships and Executive Functions as Unique and Joint Predictors of Adolescent Subjective Well-Being Across the Transition to High School," Journal of Happiness Studies, Springer, vol. 25(6), pages 1-21, August.
    • Handle: RePEc:spr:jhappi:v:25:y:2024:i:6:d:10.1007_s10902-024-00777-0
    DOI: 10.1007/s10902-024-00777-0
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    References listed on IDEAS

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    1. Javier Ortuño-Sierra & Rebeca Aritio-Solana & Eduardo Fonseca-Pedrero, 2020. "New Evidences about Subjective Well-Being in Adolescence and Its Links with Neurocognitive Performance," IJERPH, MDPI, vol. 17(6), pages 1-11, March.
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    4. Laureys, Felien & De Waelle, Silke & Barendse, Maria T. & Lenoir, Matthieu & Deconinck, Frederik J.A., 2022. "The factor structure of executive function in childhood and adolescence," Intelligence, Elsevier, vol. 90(C).
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