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dc.contributor.authorLazarides, Rebecca
dc.contributor.authorViljaranta, Jaana
dc.contributor.authorRanta, Mette
dc.contributor.authorSalmela-Aro, Katariina
dc.date.accessioned2017-03-08T06:32:11Z
dc.date.available2019-02-03T22:35:30Z
dc.date.issued2017
dc.identifier.citationLazarides, R., Viljaranta, J., Ranta, M., & Salmela-Aro, K. (2017). Adolescents’ preparedness and motivation across the transition to post-comprehensive education. <i>Contemporary Educational Psychology</i>, <i>49</i>, 151-159. <a href="https://doi.org/10.1016/j.cedpsych.2017.01.008" target="_blank">https://doi.org/10.1016/j.cedpsych.2017.01.008</a>
dc.identifier.otherCONVID_26529756
dc.identifier.otherTUTKAID_72883
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/53205
dc.description.abstractThis 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.
dc.language.isoeng
dc.publisherAcademic Press
dc.relation.ispartofseriesContemporary Educational Psychology
dc.subject.othereducational transitions
dc.subject.othertransition preparedness
dc.subject.otherself-efficacy beliefs
dc.subject.otherinoculation against setbacks
dc.subject.otherachievement goal orientations
dc.subject.otherschool value
dc.titleAdolescents’ preparedness and motivation across the transition to post-comprehensive education
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201702161464
dc.contributor.laitosPsykologian laitosfi
dc.contributor.laitosDepartment of Psychologyen
dc.contributor.oppiainePsykologiafi
dc.contributor.oppiainePsychologyen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.date.updated2017-02-16T10:15:08Z
dc.type.coarjournal article
dc.description.reviewstatuspeerReviewed
dc.format.pagerange151-159
dc.relation.issn0361-476X
dc.relation.numberinseries0
dc.relation.volume49
dc.type.versionacceptedVersion
dc.rights.copyright© 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.
dc.rights.accesslevelopenAccessfi
dc.relation.doi10.1016/j.cedpsych.2017.01.008


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