0000000000326067
AUTHOR
Håkan Stattin
Achievement strategies in peer groups and adolescents' school adjustment and norm-breaking behavior.
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 adolescent…
Parenting styles and adolescents' achievement strategies.
The aim of the study was to investigate the extent to which adolescents' achievement strategies are associated with the parenting styles they experience in their families. Three hundred and fifty-four 14-year-old adolescents 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, four 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 characterize…
Achievement strategies at school: types and correlates
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 …
Achievement Orientations, School Adjustment, and Well-being: A Longitudinal Study
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 sy…
Adolescent psychopathology in times of change: Introduction to the special issue
The aim of this special issue is to understand better the many changes in adolescent psychopathology have taken place over the last decades. The factors associated with adjustment problems and psychopathology in adolescence today are not necessarily the same as the factors that predicted problems and psychopathology in the past. But the basic strategies for connecting negative experiences with adolescent psychopathology remain as important today as they were for understanding adolescent psychopathology decades ago. This is well exemplified in the studies included in this Special Issue. What all this studies have in common is that parenting and the family environment are assumed to play a ke…