A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä
PISA reading achievement, literacy motivation, and school burnout predicting Adolescents' educational track and educational attainment (2023)


Vasalampi, K., Tolvanen, A., Torppa, M., Poikkeus, A.-M., Hankimaa, H., & Aunola, K. (2023). PISA reading achievement, literacy motivation, and school burnout predicting Adolescents' educational track and educational attainment. Learning and Individual Differences, 108, Article 102377. https://doi.org/10.1016/j.lindif.2023.102377

Tutkimusta rahoitti strategisen tutkimuksen neuvosto, joka toimii Suomen Akatemian yhteydessä.


JYU-tekijät tai -toimittajat


Julkaisun tiedot

Julkaisun kaikki tekijät tai toimittajatVasalampi, Kati; Tolvanen, Asko; Torppa, Minna; Poikkeus, Anna-Maija; Hankimaa, Hilla; Aunola, Kaisa

Lehti tai sarjaLearning and Individual Differences

ISSN1041-6080

eISSN1873-3425

Julkaisuvuosi2023

Volyymi108

Artikkelinumero102377

KustantajaElsevier

JulkaisumaaBritannia

Julkaisun kielienglanti

DOIhttps://doi.org/10.1016/j.lindif.2023.102377

Julkaisun avoin saatavuusAvoimesti saatavilla

Julkaisukanavan avoin saatavuusOsittain avoin julkaisukanava

Julkaisu on rinnakkaistallennettu (JYX)https://jyx.jyu.fi/handle/123456789/89812


Tiivistelmä

In this four-year longitudinal study, we examined how reading comprehension, as assessed with PISA reading achievement, literacy motivation, and school burnout symptoms at the end of comprehensive school predict the choice of educational track (academic or vocational) and educational attainment in upper secondary education. The sample consisted of 1351 Finnish students whose PISA reading achievement, self-concept of ability in literacy, task value in literacy, and symptoms of school burnout (cynicism and exhaustion) were assessed at the end of comprehensive school. Information concerning their educational track during the first year of upper secondary education was derived from self-reports and information concerning the completion of upper secondary education were collected from school registers. The results indicated that PISA reading achievement, self-concept of ability in literacy, cynicism, and exhaustion were unique determinants of educational track choice after comprehensive school. The results suggest that there is a need, in comprehensive schools, to consider not only the development of basic skills but also literacy motivation and school well-being, as these all can have a long-term impact on students' educational paths.


YSO-asiasanatlukeminenlukutaitouupumusPISA-tutkimuskoulutus

Vapaat asiasanatreading skills; self-concept of ability in literacy; task value in literacy; school burnout; educational attainment; PISA


Liittyvät organisaatiot


Hankkeet, joissa julkaisu on tehty


OKM-raportointiKyllä

Raportointivuosi2023

JUFO-taso3


Viimeisin päivitys 2024-03-07 klo 20:46