TY  - JOUR
A1  - Lazarides, Rebecca
A1  - Viljaranta, Jaana
A1  - Ranta, Mette
A1  - Salmela-Aro, Katariina
T1  - Adolescents’ preparedness and motivation across the transition to  post-comprehensive education
JF  - Contemporary educational psychology
N2  - 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 MT1 = 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.
KW  - Educational transitions
KW  - Transition preparedness
KW  - Self-efficacy beliefs
KW  - Inoculation against setbacks
KW  - Achievement goal orientations
KW  - School value
Y1  - 2017
U6  - https://doi.org/10.1016/j.cedpsych.2017.01.008
SN  - 0361-476X
SN  - 1090-2384
VL  - 49
SP  - 151
EP  - 159
PB  - Elsevier
CY  - San Diego
ER  -