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dc.contributor.authorMetsäpelto, Riitta-Leena
dc.contributor.authorTaskinen, Päivi
dc.contributor.authorKracke, Bärbel
dc.contributor.authorSilinskas, Gintautas
dc.contributor.authorLerkkanen, Marja-Kristiina
dc.contributor.authorPoikkeus, Anna-Maija
dc.contributor.authorNurmi, Jari-Erik
dc.date.accessioned2019-05-09T06:18:56Z
dc.date.available2019-08-01T21:35:45Z
dc.date.issued2017
dc.identifier.citationMetsäpelto, R.-L., Taskinen, P., Kracke, B., Silinskas, G., Lerkkanen, M.-K., Poikkeus, A.-M., & Nurmi, J.-E. (2017). Changes in achievement values from primary to lower secondary school among students with and without externalizing problems. <i>Learning and Individual Differences</i>, <i>58</i>, 75-82. <a href="https://doi.org/10.1016/j.lindif.2017.08.002" target="_blank">https://doi.org/10.1016/j.lindif.2017.08.002</a>
dc.identifier.otherCONVID_27174430
dc.identifier.otherTUTKAID_74741
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/63846
dc.description.abstractThis study examined the effect of students' externalizing problems on changes in values that they attach to math across the transition from primary to lower secondary school. Data pertaining to externalizing problems and to intrinsic, attainment, and utility values in math were gathered using the self-ratings of students in Grades 6 and 7. The analysis involved a comparison between students who reported persistent high externalizing problems before and after the transition (n = 63; 59% boys) and those who had low or non-existent externalizing problems before and after the transition (n = 1352; 50% boys). The results of a mixed-design analysis of covariance (ANCOVA) showed uniformly that students with high externalizing problems had lower intrinsic, attainment, and utility values in math than students with low or no externalizing problems. As the students progressed across the lower secondary transition, the attainment value in math showed a steeper decreasing trend in students with high levels of externalizing problems compared to the declining trajectory of students without such problems. We also found that the utility value decreased across transition, but the declining trend was steeper for students manifesting a high level of externalizing problems, particularly for boys. Overall, the results provide a better understanding of developmental trajectories of achievement values during the transition from primary to lower secondary school. Declining trends in achievement values are pronounced among students with a high level of externalizing problems, and boys with such problems are the most vulnerable group of students.en
dc.format.mimetypeapplication/pdf
dc.languageeng
dc.language.isoeng
dc.publisherElsevier B.V.
dc.relation.ispartofseriesLearning and Individual Differences
dc.rightsCC BY-NC-ND 4.0
dc.subject.otherexternalizing problems
dc.subject.otherachievement values
dc.subject.otherschool transition
dc.subject.othergender differences
dc.subject.otherAchievement Goals
dc.subject.otherImplicit Theories
dc.subject.otherMindset
dc.titleChanges in achievement values from primary to lower secondary school among students with and without externalizing problems
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201905082443
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosPsykologian laitosfi
dc.contributor.laitosDepartment of Teacher Educationen
dc.contributor.laitosDepartment of Psychologyen
dc.contributor.oppiaineEsi- ja alkuopetusfi
dc.contributor.oppiaineKasvatuspsykologiafi
dc.contributor.oppiainePsykologiafi
dc.contributor.oppiainePre- and Early Childhood Educationen
dc.contributor.oppiaineKasvatuspsykologiaen
dc.contributor.oppiainePsychologyen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.date.updated2019-05-08T06:15:17Z
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.format.pagerange75-82
dc.relation.issn1041-6080
dc.relation.numberinseries0
dc.relation.volume58
dc.type.versionacceptedVersion
dc.rights.copyright© 2017 Elsevier Inc.
dc.rights.accesslevelopenAccessfi
dc.relation.grantnumber268586
dc.relation.grantnumber292466
dc.relation.grantnumber296082
dc.subject.ysooppimistulokset
dc.subject.ysokoululaiset
dc.subject.ysoyläkoulu
dc.subject.ysomatematiikka
dc.subject.ysosukupuolierot
dc.subject.ysoalakoulu
dc.subject.ysosiirtymävaiheet
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p8587
jyx.subject.urihttp://www.yso.fi/onto/yso/p16485
jyx.subject.urihttp://www.yso.fi/onto/yso/p21292
jyx.subject.urihttp://www.yso.fi/onto/yso/p3160
jyx.subject.urihttp://www.yso.fi/onto/yso/p5290
jyx.subject.urihttp://www.yso.fi/onto/yso/p21828
jyx.subject.urihttp://www.yso.fi/onto/yso/p21130
dc.rights.urlhttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.relation.doi10.1016/j.lindif.2017.08.002
dc.relation.funderSuomen Akatemiafi
dc.relation.funderSuomen Akatemiafi
dc.relation.funderSuomen Akatemiafi
dc.relation.funderResearch Council of Finlanden
dc.relation.funderResearch Council of Finlanden
dc.relation.funderResearch Council of Finlanden
jyx.fundingprogramAkatemiahanke, SAfi
jyx.fundingprogramProfilointi, SAfi
jyx.fundingprogramTutkijatohtori, SAfi
jyx.fundingprogramAcademy Project, AoFen
jyx.fundingprogramResearch profiles, AoFen
jyx.fundingprogramPostdoctoral Researcher, AoFen
jyx.fundinginformationThis study was supported by grants from the Academy of Finland (No. 252304 for 2011-2015; No. 263891 for 2013-2015; No. 268586 for 2013-2017; No. 292466 for 2015-2019; and No. 296082 for 2016-2019).
dc.type.okmA1


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