Adolescents’ preparedness and motivation across the transition to post-comprehensive education
Lazarides, R., Viljaranta, J., Ranta, M., & Salmela-Aro, K. (2017). Adolescents’ preparedness and motivation across the transition to post-comprehensive education. Contemporary Educational Psychology, 49, 151-159. https://doi.org/10.1016/j.cedpsych.2017.01.008
Published inContemporary Educational Psychology
© 2017 Elsevier Inc. This is a final draft version of an article whose final and definitive form has been published by Elsevier. Published in this repository with the kind permission of the publisher.
This longitudinal study aims to test the concept of transition preparedness in the context of educational transitions. The study investigates how adolescents’ transition preparedness, conceptualized as their self-efficacy beliefs and their inoculation against setbacks, before an educational transition affect the adolescents’ school value and effort related to educational goals after the transition through the effects on achievement goal orientations. Student data from three waves of a longitudinal study are used, first collected in 2004 (before the students’ transition from comprehensive school to upper secondary education) and then collected twice after the transition. The students included in the analyses are those who participated at all three measurement points (N = 588; 49.5% girls; age MT1 = 15.01, SD = 0.13). Longitudinal structural equation modeling revealed that adolescents’ self-efficacy beliefs (Time 1) positively predicted school value and effort (Time 3) through their effect on mastery goal orientation (Time 2). Furthermore, self-efficacy moderated the relation between performance-approach goal orientation (Time 1) on school value (Time 2). Results are discussed in terms of their relevance for enhancing adolescents’ adaptive motivational development across educational transitions. ...
Publication in research information system
MetadataShow full item record
Showing items with similar title or keywords.
Adolescents’ Academic Emotions and Academic Achievement Across the Transition to Lower Secondary School : The Role of Learning Difficulties Sainio, Petra; Eklund, Kenneth; Hirvonen, Riikka; Ahonen, Timo; Kiuru, Noona (Routledge, Taylor & Francis Group, 2021)This study examined the role of learning difficulties in academic emotions and achievement across the transition to lower secondary school among 848 Finnish adolescents. Reading difficulties (RD) and math difficulties (MD) ...
A person-oriented approach to maternal homework involvement during the transition to lower secondary school Tunkkari, Mari; Aunola, Kaisa; Hirvonen, Riikka; Silinskas, Gintautas; Kiuru, Noona (Elsevier BV, 2022)This study examined patterns of mothers' homework involvement (n = 680 in Grade 6 and 665 in Grade 7) and changes in them during 12-year-old Finnish adolescents' (n = 848; 391 boys) transition to lower secondary school. ...
The role of learning difficulties in adolescents’ academic emotions and achievement across the transition from primary school to lower secondary school Sainio, Petra (2021)The aim of the present research was to investigate rarely examined relations between learning difficulties (LD), academic emotions, and school achievement during the critical educational transition from primary school to ...
Associations between Adolescents’ Interpersonal Relationships, School Well-being, and Academic Achievement during Educational Transitions Kiuru, Noona; Wang, Ming-Te; Salmela-Aro, Katariina; Kannas, Lasse; Ahonen, Timo; Hirvonen, Riikka (Springer, 2020)A youth's ability to adapt during educational transitions has long-term, positive impacts on their academic achievement and mental health. Although supportive relationships with parents, peers, and teachers are protective ...
Maternal homework involvement : links to adolescents’ task avoidance and academic achievement across the transition to lower secondary school Tunkkari, Mari (2022)The aim of this dissertation was to examine associations between maternal homework involvement, adolescents’ task avoidance and academic achievement across the transition from primary to lower secondary school. The ...