The Role of Future Work Goal Motives in Adolescent Identity Development: A Longitudinal Mixed-Methods Investigation

Autor/inn/en	Yeager, David Scott; Bundick, Matthew J.; Johnson, Rebecca
Titel	The Role of Future Work Goal Motives in Adolescent Identity Development: A Longitudinal Mixed-Methods Investigation
Quelle	In: Contemporary Educational Psychology, 37 (2012) 3, S.206-217 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-476X
DOI	10.1016/j.cedpsych.2012.01.004
Schlagwörter	Assignments; Adolescents; High School Students; Middle Schools; High Schools; Longitudinal Studies; Theories; Student Motivation; Investigations; Research + Suchen Sie Ihr Suchwort? Assignment; Auftrag; Zuweisung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Middle school; Mittelschule; Mittelstufenschule; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Theory; Theorie; Schulische Motivation; Untersuchung; Forschung
Abstract	Theories of adolescent identity development often emphasize the importance of adolescents' future work goals, yet these theories rarely distinguish the "self-oriented" motives (enjoying or being a good fit for one's work) from the "beyond-the-self-oriented" motives (having a positive impact on the world beyond the self) that underlie them. The present article explored the impact and development of both types of motives. Using longitudinal, mixed-methods data from middle school and high school students (N = 99), the present article found that: (1) adolescents generated both self-oriented and beyond-the-self-oriented motives for their future work goals, often simultaneously; (2) adolescents who held both self-oriented and beyond-the-self-oriented motives for their work goals were more likely to experience higher levels of purpose and meaning over a 2-year period than those who held neither; (3) school assignments that asked students to reflect on their work goals were positively related only to the development of self-oriented motives for work goals among middle school students; and (4) support from friends was positively related only to the development of self-oriented motives for work goals among high school students. (Contains 4 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10