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dc.contributor.authorVasalampi, Kati
dc.contributor.authorTolvanen, Asko
dc.contributor.authorTorppa, Minna
dc.contributor.authorPoikkeus, Anna-Maija
dc.contributor.authorHankimaa, Hilla
dc.contributor.authorAunola, Kaisa
dc.date.accessioned2023-10-12T08:55:38Z
dc.date.available2023-10-12T08:55:38Z
dc.date.issued2023
dc.identifier.citationVasalampi, 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. <i>Learning and Individual Differences</i>, <i>108</i>, Article 102377. <a href="https://doi.org/10.1016/j.lindif.2023.102377" target="_blank">https://doi.org/10.1016/j.lindif.2023.102377</a>
dc.identifier.otherCONVID_193406143
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/89812
dc.description.abstractIn 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.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherElsevier
dc.relation.ispartofseriesLearning and Individual Differences
dc.rightsCC BY 4.0
dc.subject.otherreading skills
dc.subject.otherself-concept of ability in literacy
dc.subject.othertask value in literacy
dc.subject.otherschool burnout
dc.subject.othereducational attainment
dc.subject.otherPISA
dc.titlePISA reading achievement, literacy motivation, and school burnout predicting Adolescents' educational track and educational attainment
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202310125860
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosKasvatustieteiden laitosfi
dc.contributor.laitosPsykologian laitosfi
dc.contributor.laitosKasvatustieteiden ja psykologian tiedekuntafi
dc.contributor.laitosDepartment of Teacher Educationen
dc.contributor.laitosDepartment of Educationen
dc.contributor.laitosDepartment of Psychologyen
dc.contributor.laitosFaculty of Education and Psychologyen
dc.contributor.oppiaineResurssiviisausyhteisöfi
dc.contributor.oppiaineEsi- ja alkuopetusfi
dc.contributor.oppiaineHyvinvoinnin tutkimuksen yhteisöfi
dc.contributor.oppiaineLapset, perheet ja sosiaalinen kestävyysfi
dc.contributor.oppiaineKasvatuspsykologiafi
dc.contributor.oppiainePsykologiafi
dc.contributor.oppiaineSchool of Resource Wisdomen
dc.contributor.oppiainePre- and Early Childhood Educationen
dc.contributor.oppiaineSchool of Wellbeingen
dc.contributor.oppiaineSocial Sustainability for Children and Familiesen
dc.contributor.oppiaineKasvatuspsykologiaen
dc.contributor.oppiainePsychologyen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.relation.issn1041-6080
dc.relation.volume108
dc.type.versionpublishedVersion
dc.rights.copyright© 2023 the Authors
dc.rights.accesslevelopenAccessfi
dc.relation.grantnumber268586
dc.relation.grantnumber276239
dc.relation.grantnumber335727
dc.relation.grantnumber299506
dc.relation.grantnumber323773
dc.subject.ysouupumus
dc.subject.ysoPISA-tutkimus
dc.subject.ysolukutaito
dc.subject.ysolukeminen
dc.subject.ysokoulutus
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p130
jyx.subject.urihttp://www.yso.fi/onto/yso/p22506
jyx.subject.urihttp://www.yso.fi/onto/yso/p11405
jyx.subject.urihttp://www.yso.fi/onto/yso/p11406
jyx.subject.urihttp://www.yso.fi/onto/yso/p84
dc.rights.urlhttps://creativecommons.org/licenses/by/4.0/
dc.relation.doi10.1016/j.lindif.2023.102377
dc.relation.funderResearch Council of Finlanden
dc.relation.funderResearch Council of Finlanden
dc.relation.funderResearch Council of Finlanden
dc.relation.funderResearch Council of Finlanden
dc.relation.funderResearch Council of Finlanden
dc.relation.funderSuomen Akatemiafi
dc.relation.funderSuomen Akatemiafi
dc.relation.funderSuomen Akatemiafi
dc.relation.funderSuomen Akatemiafi
dc.relation.funderSuomen Akatemiafi
jyx.fundingprogramAcademy Project, AoFen
jyx.fundingprogramAcademy Research Fellow, AoFen
jyx.fundingprogramStrategic research programmes, AoFen
jyx.fundingprogramAcademy Project, AoFen
jyx.fundingprogramAcademy Research Fellow, AoFen
jyx.fundingprogramAkatemiahanke, SAfi
jyx.fundingprogramAkatemiatutkija, SAfi
jyx.fundingprogramStrategisen tutkimuksen ohjelmat STN, SAfi
jyx.fundingprogramAkatemiahanke, SAfi
jyx.fundingprogramAkatemiatutkija, SAfi
jyx.fundinginformationFunding 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).
dc.type.okmA1


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