6533b838fe1ef96bd12a3bce

RESEARCH PRODUCT

Adolescents’ preparedness and motivation across the transition to post-comprehensive education

Mette RantaMette RantaRebecca LazaridesJaana ViljarantaKatariina Salmela-aroKatariina Salmela-aro

subject

MIDDLE-SCHOOL-STUDENTSLongitudinal studyinoculation against setbacks515 Psychologyself-efficacy beliefseducation050109 social psychologyJOBS INTERVENTIONeducational transitionsStructural equation modelingEducationACADEMIC MOTIVATIONschool valueComprehensive schoolBELIEFSDevelopmental and Educational Psychology0501 psychology and cognitive sciencesTASK-VALUECompetence (human resources)ta515transition preparednessSelf-efficacyGoal orientation4. Education05 social sciencesdigestive oral and skin physiology050301 educationSELF-EFFICACYCOMPETENCEMental healthORGANIZATIONAL RESEARCHachievement goal orientationsPreparedness516 Educational sciencesPsychology0503 educationSocial psychologyMENTAL-HEALTH

description

This longitudinal study aims to test the concept of transition preparedness in the context of educational transitions. The study investigates how adolescents' transition preparedness, conceptualized as their self-efficacy beliefs and their inoculation against setbacks, before an educational transition affect the adolescents' school value and effort related to educational goals after the transition through the effects on achievement goal orientations. Student data from three waves of a longitudinal study are used, first collected in 2004 (before the students' transition from comprehensive school to upper secondary education) and then collected twice after the transition. The students included in the analyses are those who participated at all three measurement points (N = 588; 49.5% girls; age M-TI = 15.01, SD = 0.13). Longitudinal structural equation modeling revealed that adolescents' self-efficacy beliefs (Time 1) positively predicted school value and effort (Time 3) through their effect on mastery goal orientation (Time 2). Furthermore, self-efficacy moderated the relation between performance-approach goal orientation (Time 1) on school value (Time 2). Results are discussed in terms of their relevance for enhancing adolescents' adaptive motivational development across educational transitions. (C) 2017 Elsevier Inc. All rights reserved. Peer reviewed

yearjournalcountryeditionlanguage
2017-04-01Contemporary Educational Psychology
10.1016/j.cedpsych.2017.01.008http://juuli.fi/Record/0285240817