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Achievement strategies at school: types and correlates
Örebro University, School of Law, Psychology and Social Work. (Center for Developmental Research)ORCID iD: 0000-0001-7546-2275
2002 (English)In: Journal of Adolescence, ISSN 0140-1971, E-ISSN 1095-9254, Vol. 25, no 1, 31-46 p.Article in journal (Refereed) Published
Abstract [en]

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.

Place, publisher, year, edition, pages
2002. Vol. 25, no 1, 31-46 p.
National Category
Psychology
Research subject
Psychology
Identifiers
URN: urn:nbn:se:oru:diva-6743DOI: 10.1006/jado.2001.0447OAI: oai:DiVA.org:oru-6743DiVA: diva2:216913
Available from: 2009-05-12 Created: 2009-05-12 Last updated: 2015-02-20Bibliographically approved

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Stattin, Håkan
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CiteExportLink to record
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Citation style
  • apa
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  • Other locale
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