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dc.contributor.authorVasalampi, Kati
dc.contributor.authorKiuru, Noona
dc.contributor.authorSalmela-Aro, Katariina
dc.date.accessioned2018-09-26T11:55:35Z
dc.date.available2020-11-01T22:35:11Z
dc.date.issued2018
dc.identifier.citationVasalampi, K., Kiuru, N., & Salmela-Aro, K. (2018). The Role of a Supportive Interpersonal Environment and Education-Related Goal Motivation During the Transition Beyond Upper Secondary Education. <i>Contemporary Educational Psychology</i>, <i>55</i>, 110-119. <a href="https://doi.org/10.1016/j.cedpsych.2018.09.001" target="_blank">https://doi.org/10.1016/j.cedpsych.2018.09.001</a>
dc.identifier.otherCONVID_28247322
dc.identifier.otherTUTKAID_78733
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/59691
dc.description.abstractThis longitudinal study investigated the role of parents and peers as well as of education-related goal motivation during educational transitioning in late adolescence. The sample consisted of 1520 upper secondary education students attending either academic or vocational upper secondary school in Finland. They were surveyed three times: (1) in the first year of their upper secondary education, (2) in the second year of their upper secondary education, and (3) two years later. The results show, first, that when students in upper secondary education pursued their educational goals out of autonomous motivation they also invested more effort in their goals, which was reflected in high levels of goal progress. High goal progress, in turn, was related to high levels of school satisfaction, whereas low goal progress was associated with the intention to drop out of school. By contrast, controlled motivation was associated neither with goal effort or goal progress in educational goals. Second, different interpersonal environments played unique and different roles in adolescents’ educational goals. While mothers’ affective warmth and involvement particularly enhanced adolescents’ autonomous motivation, fathers’ affective support directly predicted high levels of school satisfaction and low intentions to drop out of upper secondary school. The role of peer acceptance (measured using a sociometric procedure) was twofold: it was related to high autonomous motivation in adolescents’ educational goals, and it also directly predicted adolescents’ satisfaction with their chosen educational track. The intention to drop out of school is an important warning signal of later actually dropping out. Additional analyses showed that the less adolescents had the intention to drop out of upper secondary school, the more likely they were to be successful in dealing with the educational transition from upper secondary school to further education or employment.fi
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherAcademic Press
dc.relation.ispartofseriesContemporary Educational Psychology
dc.rightsCC BY-NC-ND 4.0
dc.subject.othereducational goal
dc.subject.othereducational transition
dc.subject.otherintention to drop out
dc.subject.othergoal attainment
dc.titleThe Role of a Supportive Interpersonal Environment and Education-Related Goal Motivation During the Transition Beyond Upper Secondary Education
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201809264248
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosPsykologian laitosfi
dc.contributor.laitosDepartment of Teacher Educationen
dc.contributor.laitosDepartment of Psychologyen
dc.contributor.oppiainePsykologiafi
dc.contributor.oppiainePsychologyen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.date.updated2018-09-26T09:15:07Z
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.format.pagerange110-119
dc.relation.issn0361-476X
dc.relation.numberinseries0
dc.relation.volume55
dc.type.versionacceptedVersion
dc.rights.copyright© 2018 Elsevier Inc
dc.rights.accesslevelopenAccessfi
dc.subject.ysokoulutus
dc.subject.ysotavoitteet
dc.subject.ysoihmissuhteet
dc.subject.ysomotivaatio
dc.subject.ysosiirtymävaiheet
dc.subject.ysotoisen asteen koulutus
dc.subject.ysokoulupudokkaat
dc.subject.ysokouluviihtyvyys
dc.subject.ysokoulutustavoitteet
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p84
jyx.subject.urihttp://www.yso.fi/onto/yso/p2747
jyx.subject.urihttp://www.yso.fi/onto/yso/p6936
jyx.subject.urihttp://www.yso.fi/onto/yso/p4734
jyx.subject.urihttp://www.yso.fi/onto/yso/p21130
jyx.subject.urihttp://www.yso.fi/onto/yso/p3387
jyx.subject.urihttp://www.yso.fi/onto/yso/p20706
jyx.subject.urihttp://www.yso.fi/onto/yso/p23129
jyx.subject.urihttp://www.yso.fi/onto/yso/p25781
dc.rights.urlhttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.relation.doi10.1016/j.cedpsych.2018.09.001
dc.type.okmA1


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