| 1. |
- Aunola, Kaisa, et al.
(författare)
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Adolescents' achievement strategies, school adjustment, and externalizing and internalizing problem behaviors
- 2000
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Ingår i: Journal of Youth and Adolescence. - Berlin : Springer Berlin/Heidelberg. - 0047-2891 .- 1573-6601. ; 29:3, s. 289-306
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Tidskriftsartikel (refereegranskat)abstract
- Investigated the relationships between the achievement strategies adolescents deploy in a school context, and their self-esteem, school adjustment, and internalizing and externalizing problem behaviors. A total of 1,185 14-15 yr old adolescents filled in the Strategy and Attribution Questionnaire, Rosenberg's Self-Esteem Scale, and scales measuring school adjustment, depression and externalizing problem behavior. The adolescents' parents were also asked to evaluate their children's achievement strategies, school adjustment, and externalizing problem behavior. Results reveal that low self-esteem was associated with adolescents' use of maladaptive achievement strategies which, in turn, was associated with their maladjustment at school, and internalizing and externalizing problem behaviors. Moreover, the association between adolescents' maladaptive strategies and their externalizing problem behavior was partly mediated via their school adjustment. The results suggest that the achievement strategies adolescents deploy are reflected not only in their school adjustment but also in their overall problem behavior.
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| 2. |
- Aunola, Kaisa, et al.
(författare)
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Parenting styles and adolescents' achievement strategies
- 2000
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Ingår i: Journal of Adolescence. - Amsterdam : Elsevier. - 0140-1971 .- 1095-9254. ; 23:2, s. 205-222
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Tidskriftsartikel (refereegranskat)abstract
- Investigated the extent to which adolescents' achievement strategies are associated with the parenting styles they experience in their families. 354 adolescents (median age 14 yrs) completed a Strategy and Attribution Questionnaire and a family parenting style inventory. Analogous questionnaires were also completed by the adolescents' parents. Based on adolescents' report of the parenting styles, 4 types of families were identified: those with Authoritative, Authoritarian, Permissive, and Neglectful parenting styles. The results further showed that adolescents from authoritative families applied most adaptive achievement strategies characterized by low levels of failure expectations, task irrelevant behavior and passivity, and the use of self-enhancing attributions. Adolescents from neglectful families, in turn, applied maladaptive strategies characterized by high levels of task-irrelevant behavior, passivity and a lack of self-enhancing attributions. The results provide a basis for understanding some of the processes by which parenting styles may influence adolescents' academic achievement and performance.
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| 3. |
- Bergman, Lars R., et al.
(författare)
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I-states-as-objects-analysis (ISOA) : Extensions of an approach to studying short-term developmental processes by analyzing typical patterns
- 2012
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Ingår i: International Journal of Behavioral Development. - : SAGE Publications. - 0165-0254 .- 1464-0651. ; 36:3, s. 237-246
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Tidskriftsartikel (refereegranskat)abstract
- I-states-as-objects-analysis (ISOA) is a person-oriented methodology for studying short-term developmental stability and change in patterns of variable values. ISOA is based on longitudinal data with the same set of variables measured at all measurement occasions. A key concept is the i-state, defined as a person's pattern of variable values at a specific time point. All i-states are first subjected to a classification analysis that results in a time-invariant classification characterized by a number of typical i-states. Each person is then characterized at each time point by the typical i-state he/she belongs to. Then the person's sequences of typical i-states are analyzed with regard to structural and individual stability and change. Extensions of ISOA are presented where: (1) some methods for checking the assumption of a time-invariant classification are indicated; (2) information about the degree of dissimilarity between typical i-states is used as an aid in interpreting the findings; and (3) attention is given to closed paths-that is, typical i-state sequences that do not occur at all. To demonstrate the methods, an empirical example is given that concerns the development of children's achievement-intelligence patterns between ages 10 and 13.
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| 4. |
- Bergman, Lars R., et al.
(författare)
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Studying patterns of individual development by I-States as Objects Analysis (ISOA)
- 2010
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Ingår i: International Society for the Study of Behavioural Development Bulletin. ; 57:1, s. 7-10
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Tidskriftsartikel (refereegranskat)abstract
- I-States-as-Objects-Analysis (ISOA) is a methodology for studying short-term developmental stability and change in patterns of variable values. The theoretical rationale for this methodology is the person-oriented research paradigm. A key concept is the i-state, defined as a person's pattern of variable values at a specific time point. Hence, if there are k time points, each person is characterized by k i-states. All i-states are first subjected to a classification analysis that results in each person being characterized at each time point by a class membership in the time-invariant classification system. Then, the individuals' sequences of typical i-state belongingness are analyzed with regard to structural and individual stability and change.
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| 5. |
- Kiuru, Noona, et al.
(författare)
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Best friends in adolescence show similar educational careers in early adulthood
- 2012
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Ingår i: Journal of applied developmental psychology. - : Elsevier BV. - 0193-3973 .- 1873-7900. ; 33:2, s. 102-111
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Tidskriftsartikel (refereegranskat)abstract
- The present study investigated the role of best friends in educational career development from adolescence to adulthood. Participants' (N = 476) reciprocal best friendships were identified at age 15, while their educational attainment was investigated in early adulthood (age 26), their intelligence (IQ) at age 13, and parental education, educational expectations and academic achievement at age 16. The results revealed that adolescent best friends ended up pursuing similar educational careers in adulthood. Furthermore, three kinds of partner-effects were found when adolescents' prior career behaviors were controlled for: (1) best friends' intelligence predicted adolescents' later academic performance; (2) best friends' parental education predicted adolescents' educational expectations; and (3) best friends' educational expectations predicted adolescents' educational attainment in early adulthood.
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| 6. |
- Määttä, Sami, et al.
(författare)
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Achievement orientations, school adjustment, and well-being : A longitudinal study
- 2007
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Ingår i: Journal of research on adolescence. - : Wiley. - 1050-8392 .- 1532-7795. ; 17:4, s. 789-812
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Tidskriftsartikel (refereegranskat)abstract
- This study set out to identify the kinds of achievement orientations that adolescents show, and to examine the kinds of antecedents and consequences the use of a particular orientation has. The participants were 734 Swedish adolescents (335 boys and 399 girls) who filled in questionnaires measuring their achievement beliefs and behaviors, depressive symptoms, engagement with school, and norm-breaking behavior. By using clustering-by-cases analysis, five achievement orientation groups were identified: optimism, defensive-pessimism, self-handicapping, and learned helplessness, and a group showing average levels of criteria variables. The results showed further that a decrease in depressive symptoms and an increase in engagement with school predicted a move to the use of optimistic and defensive-pessimistic groups, whereas a reverse pattern predicted a move to the helplessness and self-handicapping groups. Moreover, the optimistic and defensive-pessimistic achievement orientations at Time 1 predicted an increase in engagement with school and a decrease in depressive symptoms later on, whereas self-handicapping and learned helplessness predicted a decrease in engagement with school and increases in depressive symptoms and norm-breaking behavior. Individuals show different kinds of achievement-related beliefs and behaviors in academic contexts (Cantor, 1990; Midgley, Arunkumar, & Urdan, 1996). Some people typically become anxious about the possibility of failure, which then leads to task-avoidance (Midgley, Arunkumar, & Urdan, 1996; Miller, 1987). Others are optimistic and, consequently, make an active effort to deal with a situation (Aspinwall & Taylor, 1997; Hokoda & Fincham, 1995). The expectation of failure and subsequent task-avoidant behavior are likely to lead to a low level of academic achievement and poor adjustment (Nurmi, Aunola, Salmela-Aro, & Lindroos, 2003; Nurmi, Onatsu, & Haavisto, 1995), whereas optimism and task-focused behavior contributes to good outcomes and good adjustment (Cantor, 1990; Norem & Cantor, 1986a; Nurmi et al., 2003). Previous research on these kinds of achievement orientations, however, suffers from important limitations. First, only a few studies have examined the various kinds of achievement-related beliefs and behaviors among adolescents (Midgley et al., 1996; Nurmi, Salmela-Aro, & Ruotsalainen, 1994). Second, only a few studies have investigated the question of how liable various achievement orientations are to change during adolescence, and what factors might contribute to such developmental changes. This study aimed at identifying the kinds of achievement orientations that adolescents show, and what are the major antecedents and consequences of particular orientations.
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| 7. |
- Määttä, S., et al.
(författare)
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Achievement strategies at school : types and correlates
- 2002
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Ingår i: Journal of Adolescence. - : Elsevier BV. - 0140-1971 .- 1095-9254. ; 25:1, s. 31-46
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Tidskriftsartikel (refereegranskat)abstract
- In this study we made an effort to identify the kinds of strategies adolescents deploy in achievement context in an unselected sample of Swedish adolescents. The participants were 880 14–15-year-old comprehensive school students (399 boys and 481 girls) from a middle-sized town in central Sweden. Six groups of adolescents were identified according to the strategies they deployed. Four of them, i.e. optimistic, defensive pessimistic, self-handicapping and learned helplessness strategies, were similar to those described previously in the literature. The results showed that membership in the functional strategy groups, such as in mastery-oriented and defensive pessimist groups, was associated with well-being, school adjustment and achievement, and low levels of norm-breaking behaviour. By contrast, membership in the dysfunctional, for example self-handicapping and learned helplessness strategy groups, was associated with low levels of well-being, and of school adjustment, and a higher level of norm-breaking behaviour.
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| 8. |
- Määttä, Sami, et al.
(författare)
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Achievement strategies in peer groups and adolescents' school adjustment and norm-breaking behavior
- 2006
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Ingår i: Scandinavian Journal of Psychology. - : Blackwell Publishing. - 0036-5564 .- 1467-9450. ; 47:4, s. 273-280
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Tidskriftsartikel (refereegranskat)abstract
- The present study examined the extent to which the achievement strategies deployed by adolescents, and those used by their peers would predict adolescents' school adjustment, academic achievement and problem behavior. The participants were 287 14-15-year-old comprehensive school students (121 boys and 165 girls) from a middle-sized town in central Sweden. The results showed that not only the maladaptive strategies used by adolescents, but also those reported by their peers predicted adolescents' norm-breaking behavior, low school adjustment and low level of achievement: high levels of failure expectations and task-avoidance among adolescents' peers were positively associated with adolescents' own norm-breaking behavior, and indirectly via this, also with their maladjustment at school and low grades. These associations were found after controlling for the impact of adolescents' own achievement strategies.
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