PISA reading achievement, literacy motivation, and school burnout predicting Adolescents' educational track and educational attainment
Vasalampi, K., Tolvanen, A., Torppa, M., Poikkeus, A.-M., Hankimaa, H., & Aunola, K. (2023). PISA reading achievement, literacy motivation, and school burnout predicting Adolescents' educational track and educational attainment. Learning and Individual Differences, 108, Article 102377. https://doi.org/10.1016/j.lindif.2023.102377
Julkaistu sarjassa
Learning and Individual DifferencesTekijät
Päivämäärä
2023Oppiaine
ResurssiviisausyhteisöEsi- ja alkuopetusHyvinvoinnin tutkimuksen yhteisöLapset, perheet ja sosiaalinen kestävyysKasvatuspsykologiaPsykologiaSchool of Resource WisdomPre- and Early Childhood EducationSchool of WellbeingSocial Sustainability for Children and FamiliesKasvatuspsykologiaPsychologyTekijänoikeudet
© 2023 the Authors
In this four-year longitudinal study, we examined how reading comprehension, as assessed with PISA reading achievement, literacy motivation, and school burnout symptoms at the end of comprehensive school predict the choice of educational track (academic or vocational) and educational attainment in upper secondary education. The sample consisted of 1351 Finnish students whose PISA reading achievement, self-concept of ability in literacy, task value in literacy, and symptoms of school burnout (cynicism and exhaustion) were assessed at the end of comprehensive school. Information concerning their educational track during the first year of upper secondary education was derived from self-reports and information concerning the completion of upper secondary education were collected from school registers. The results indicated that PISA reading achievement, self-concept of ability in literacy, cynicism, and exhaustion were unique determinants of educational track choice after comprehensive school. The results suggest that there is a need, in comprehensive schools, to consider not only the development of basic skills but also literacy motivation and school well-being, as these all can have a long-term impact on students' educational paths.
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Julkaisija
ElsevierISSN Hae Julkaisufoorumista
1041-6080Asiasanat
Julkaisu tutkimustietojärjestelmässä
https://converis.jyu.fi/converis/portal/detail/Publication/193406143
Metadata
Näytä kaikki kuvailutiedotKokoelmat
Rahoittaja(t)
Suomen AkatemiaRahoitusohjelmat(t)
Akatemiahanke, SA; Akatemiatutkija, SA; Strategisen tutkimuksen ohjelmat STN, SALisätietoja rahoituksesta
Funding for this research was provided by Academy of Finland (No. 268586 2013–2017, No. 276239, 2014-2019, and No. 299 506 2017-2019, No. 323 773 2019-2024), and by The Strategic Research Council (No. 335625 and 335727).Lisenssi
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