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

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Lazarides , R , Viljaranta , J , Ranta , M & Salmela-Aro , K 2017 , ' Adolescents' preparedness and motivation across the transition to post-comprehensive education ' , Contemporary Educational Psychology , vol. 49 , pp. 151-159 . https://doi.org/10.1016/j.cedpsych.2017.01.008

Title: Adolescents' preparedness and motivation across the transition to post-comprehensive education
Author: Lazarides, Rebecca; Viljaranta, Jaana; Ranta, Mette; Salmela-Aro, Katariina
Contributor: University of Helsinki, University of Eastern Finland
University of Helsinki, Department of Education
University of Helsinki, Department of Education
Date: 2017-04
Language: eng
Number of pages: 9
Belongs to series: Contemporary Educational Psychology
ISSN: 0361-476X
URI: http://hdl.handle.net/10138/298947
Abstract: 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.
Subject: Educational transitions
Transition preparedness
Self-efficacy beliefs
Inoculation against setbacks
Achievement goal orientations
School value
ACHIEVEMENT GOAL ORIENTATIONS
MIDDLE-SCHOOL-STUDENTS
SELF-EFFICACY
ACADEMIC MOTIVATION
ORGANIZATIONAL RESEARCH
JOBS INTERVENTION
MENTAL-HEALTH
TASK-VALUE
BELIEFS
COMPETENCE
516 Educational sciences
515 Psychology
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