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dc.contributor.authorSymonds, Jennifer
dc.contributor.authorSchoon, Ingrid
dc.contributor.authorEccles, Jacquelynne
dc.contributor.authorSalmela-Aro, Katariina
dc.date.accessioned2020-01-07T16:32:07Z
dc.date.available2020-03-05T22:35:46Z
dc.date.issued2019
dc.identifier.citationSymonds, J., Schoon, I., Eccles, J., & Salmela-Aro, K. (2019). The Development of Motivation and Amotivation to Study and Work across Age-Graded Transitions in Adolescence and Young Adulthood. <i>Journal of Youth and Adolescence</i>, <i>48</i>(6), 1131-1145. <a href="https://doi.org/10.1007/s10964-019-01003-4" target="_blank">https://doi.org/10.1007/s10964-019-01003-4</a>
dc.identifier.otherCONVID_28965990
dc.identifier.otherTUTKAID_80929
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/67147
dc.description.abstractPeople’s motivation to engage in studying and working is an important precursor of participation and attainment. However, little is known about how motivation and the lack of motivation develops normatively across adolescence and young adulthood. Furthermore, there is no comparison of motivation and amotivation development across sequential age-graded transitions such as the mid-schooling transition in adolescence and the school-to-work transition in young adulthood. The current study explored trajectories of motivation and amotivation development in Finland, using piecewise growth curve modelling to analyze five waves of data (age 15–22 years) from a sample of 878 youth (52% male). Indicators of amotivation (disinterest, futility and inertia) decreased, whilst the indicator of motivation (attainment value) increased across both transitions. Reductions in disinterest and inertia were steeper for youth transferring into vocational education at the mid-schooling transition and for youth transferring from an academic track to higher education at the school-to-work transition. Amotivation and motivation shifted most at the school-to-work transition, signaling the importance of this period for motivation development. Overall, the results suggest that young people became more motivated and less amotivated as they aged from adolescence through young adulthood, in line with normative maturational and gradual social changes and transfer into increasingly personalized environments.fi
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherSpringer New York LLC
dc.relation.ispartofseriesJournal of Youth and Adolescence
dc.rightsIn Copyright
dc.subject.othermotivation
dc.subject.otheramotivation
dc.subject.othertask-value
dc.subject.otherschool transition
dc.subject.otherschool-to-work transition
dc.titleThe Development of Motivation and Amotivation to Study and Work across Age-Graded Transitions in Adolescence and Young Adulthood
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202001031028
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.updated2020-01-03T13:15:18Z
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.format.pagerange1131-1145
dc.relation.issn0047-2891
dc.relation.numberinseries6
dc.relation.volume48
dc.type.versionacceptedVersion
dc.rights.copyright© Springer Science+Business Media, LLC, part of Springer Nature 2019
dc.rights.accesslevelopenAccessfi
dc.subject.ysonuoret
dc.subject.ysonuoret aikuiset
dc.subject.ysoaikuistuminen
dc.subject.ysosiirtymävaiheet
dc.subject.ysoopiskelumotivaatio
dc.subject.ysotyömotivaatio
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p11617
jyx.subject.urihttp://www.yso.fi/onto/yso/p15979
jyx.subject.urihttp://www.yso.fi/onto/yso/p15326
jyx.subject.urihttp://www.yso.fi/onto/yso/p21130
jyx.subject.urihttp://www.yso.fi/onto/yso/p19163
jyx.subject.urihttp://www.yso.fi/onto/yso/p1834
dc.rights.urlhttp://rightsstatements.org/page/InC/1.0/?language=en
dc.relation.doi10.1007/s10964-019-01003-4
dc.type.okmA1


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