PISA reading achievement, literacy motivation, and school burnout predicting Adolescents' educational track and educational attainment

Abstract

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.