Achievement Orientations, School Adjustment, and Well-Being: A Longitudinal Study

Autor/inn/en	Maatta, Sami; Nurmi, Jari-Erik; Stattin, Hakan
Titel	Achievement Orientations, School Adjustment, and Well-Being: A Longitudinal Study
Quelle	In: Journal of Research on Adolescence, 17 (2007) 4, S.789-812 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1050-8392
DOI	10.1111/j.1532-7795.2007.00547.x
Schlagwörter	Academic Achievement; Swedish; Questionnaires; Multivariate Analysis; Beliefs; Depression (Psychology); Helplessness; Adolescents; Student Adjustment; Statistical Data; Student School Relationship; Personality Traits + Suchen Sie Ihr Suchwort? Schulleistung; Schwedisch; Fragebogen; Multivariate Analyse; Belief; Glaube; Hilflosigkeit; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Schüler-Lehrer-Beziehung; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal
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. (Contains 3 figures and 2 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10