Achievement strategies at school: types and correlates
| Autor: | Jari-Erik Nurmi, Sami Määttä, Håkan Stattin |
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| Rok vydání: | 2002 |
| Předmět: |
Male
Adolescent Social Psychology media_common.quotation_subject Psychology Adolescent education Dysfunctional family Context (language use) Learned helplessness Academic achievement Developmental psychology Comprehensive school Adaptation Psychological Developmental and Educational Psychology Cluster Analysis Humans Personality Students media_common Sweden Social environment Achievement Psychiatry and Mental health Multivariate Analysis Pediatrics Perinatology and Child Health Well-being Female Psychology |
| Zdroj: | Journal of Adolescence. 25:31-46 |
| ISSN: | 0140-1971 |
| DOI: | 10.1006/jado.2001.0447 |
| Popis: | 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 with well-being, school adjustment and achievement, and low levels of norm-breaking behaviour. By contrast, membership in the dysfunctional, for example self-handicapping and learned helplessness strategy groups, was associated with low levels of well-being, and of school adjustment, and a higher level of norm-breaking behaviour. |
| Databáze: | OpenAIRE |
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