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dc.contributor.authorVirtanen, Tuomo E.
dc.contributor.authorRäikkönen, Eija
dc.contributor.authorLerkkanen, Marja-Kristiina
dc.contributor.authorMäättä, Sami
dc.contributor.authorVasalampi, Kati
dc.date.accessioned2020-06-03T06:03:19Z
dc.date.available2020-06-03T06:03:19Z
dc.date.issued2021
dc.identifier.citationVirtanen, T. E., Räikkönen, E., Lerkkanen, M.-K., Määttä, S., & Vasalampi, K. (2021). Development of Participation in and Identification With School : Associations With Truancy. <i>Journal of Early Adolescence</i>, <i>41</i>(3), 394-423. <a href="https://doi.org/10.1177/0272431620919155" target="_blank">https://doi.org/10.1177/0272431620919155</a>
dc.identifier.otherCONVID_35840448
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/69662
dc.description.abstractThis longitudinal study covering two educational transitions examined 1,821 Finnish students’ participation in and identification with school and their associations with students’ academic achievement and truancy. The students were surveyed (a) at the end of primary school, (b) at the beginning of lower secondary school, (c) at the end of lower secondary school, and (d) in the first year of upper secondary education. In alignment with the participation-identification model, higher levels of participation in school activities at the end of primary school predicted higher levels of identification (i.e., feelings of belonging and valuing school) at the end of lower secondary school. This association was mediated by academic achievement. High levels of both participation and identification at the end of lower secondary school predicted lower levels of truancy in upper secondary education. The study indicates that promoting students’ participation and identification during comprehensive school prevents student disengagement from upper secondary education.en
dc.format.mimetypeapplication/pdf
dc.languageeng
dc.language.isoeng
dc.publisherSage Publications
dc.relation.ispartofseriesJournal of Early Adolescence
dc.rightsCC BY 4.0
dc.subject.otherparticipation-identification model
dc.subject.otherself-determination theory
dc.subject.otheracademic achievement
dc.subject.othertruancy
dc.subject.otherschool transitions
dc.titleDevelopment of Participation in and Identification With School : Associations With Truancy
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202006033920
dc.contributor.laitosKasvatustieteiden laitosfi
dc.contributor.laitosPsykologian laitosfi
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosDepartment of Educationen
dc.contributor.laitosDepartment of Psychologyen
dc.contributor.laitosDepartment of Teacher Educationen
dc.contributor.oppiainePsykologiafi
dc.contributor.oppiaineKasvatuspsykologiafi
dc.contributor.oppiaineKasvatustiedefi
dc.contributor.oppiainePsychologyen
dc.contributor.oppiaineKasvatuspsykologiaen
dc.contributor.oppiaineEducationen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.description.reviewstatuspeerReviewed
dc.format.pagerange394-423
dc.relation.issn0272-4316
dc.relation.numberinseries3
dc.relation.volume41
dc.type.versionacceptedVersion
dc.rights.copyright© Authors, 2020
dc.rights.accesslevelopenAccessfi
dc.relation.grantnumber323773
dc.relation.grantnumber299506
dc.subject.ysopinnaus
dc.subject.ysosamaistuminen
dc.subject.ysoopintojen keskeyttäminen
dc.subject.ysokoulunkäynti
dc.subject.ysomenestyminen
dc.subject.ysokoulupudokkaat
dc.subject.ysoopintomenestys
dc.subject.ysosiirtymävaihe
dc.subject.ysoosallistaminen
dc.subject.ysoosallistuminen
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p12649
jyx.subject.urihttp://www.yso.fi/onto/yso/p2484
jyx.subject.urihttp://www.yso.fi/onto/yso/p4782
jyx.subject.urihttp://www.yso.fi/onto/yso/p10624
jyx.subject.urihttp://www.yso.fi/onto/yso/p2418
jyx.subject.urihttp://www.yso.fi/onto/yso/p20706
jyx.subject.urihttp://www.yso.fi/onto/yso/p8586
jyx.subject.urihttp://www.yso.fi/onto/yso/p21130
jyx.subject.urihttp://www.yso.fi/onto/yso/p10728
jyx.subject.urihttp://www.yso.fi/onto/yso/p10727
dc.rights.urlhttps://creativecommons.org/licenses/by/4.0/
dc.relation.doi10.1177/0272431620919155
dc.relation.funderSuomen Akatemiafi
dc.relation.funderSuomen Akatemiafi
dc.relation.funderAcademy of Finlanden
dc.relation.funderAcademy of Finlanden
jyx.fundingprogramAkatemiatutkijan tehtävä, SAfi
jyx.fundingprogramAkatemiahanke, SAfi
jyx.fundingprogramResearch post as Academy Research Fellow, AoFen
jyx.fundingprogramAcademy Project, AoFen
jyx.fundinginformationThe study has been supported by grants from the Academy of Finland (No. 299506, 323773)


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