Adolescents' achievement strategies, school adjustment, and externalizing and internalizing problem behaviors

Journal of Youth and Adolescence

Volumn 29, Issue 3, 2000, Pages 289-306

  Aunola, Kaisa ^a   Stattin, Håkan ^b   Nurmi, Jari Erik ^a  

^a UNIVERSITY OF JYVÄSKYLÄ   (Finland)

^b ÖREBRO UNIVERSITY   (Sweden)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0034196399     PISSN: 00472891     EISSN: None     Source Type: Journal    
DOI: 10.1023/A:1005143607919     Document Type: Article

References (83)

1. Abramson, L. Y., Seligman, M. E. P., and Teasdale, J. D. (1978). Learned helplessness in humans: Critique and reformulation. J. Abnorm. Psychol. 87: 49-74.
2. Achenbach, T. M. (1982). Developmental Psychopathology (2nd Ed.). New York, Wiley.
3. Ary, D. V., Tildesley, E., Hops, H., and Andrews, J. A. (1993). The influence of parent, sibling, and peer modelling and attitudes on adolescent use of alcohol. Int. J. Addict. 28: 853-880.
4. Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educ. Psychol. 28: 117-148.
5. Barber, B. K., Olsen, J. E., and Shagle, S. C. (1994). Associations between parental psychological and behavioral control and youth internalized and externalized behaviors. Child Dev. 65: 1120-1136.
6. Bennett, D. S., and Bates, J. E. (1995). Prospective models of depressive symptoms in early adolescence: Attributional style, stress, and support. J. Early Adolesc. 15: 299-315.
7. Bentler, P. M. (1990). Comparative fit indexes in structural models. Psychol. Bull. 104: 121-123.
8. Berglas, S. (1985). Self-handicapping and self-handicappers: A cognitive/attributional model of interpersonal self-protective behavior. Persp. Person. 1: 235-270.
9. Butkowsky, I. S., and Willows, D. M. (1980). Cognitive-motivational characteristics of children varying in reading ability: Evidence for learned helplessness in poor readers. J. Educ. Psychol. 72: 408-422.
10. Cantor, N. (1990). From thought to behaviour: "Having" and "doing" in the study of personality and cognition. Am. Psychol. 45: 735-750.
11. Carr, M., Borkowski, J. G., and Maxwell, S. E. (1991). Motivational components of underachievement. Dev. Psychol. 27: 108-118.
12. Chapman, J. W. (1988). Cognitive-motivational characteristics and academic achievement of learning disabled children: A longitudinal study. J. Educ. Psychol 80: 357-365.
13. Cicchetti, D., and Toth, S. L. (1998). The development of depression in children and adolescents. Am. Psychol. 53: 221-241.
14. Cox, R. P. (1996). An exploration of the demographic and social correlates of criminal behavior among adolescent males. J. Ad. Health 19: 17-24.
15. Craighead, W. E. (1991). Cognitive factors and classification issues in adolescent depression. J. Youth Adolesc. 20: 311-326.
16. Diener, C. I., and Dweck, C. S. (1978). An analysis of learned helplessness: Continuous changes in performance, strategy, and achievement cognitions following failure. J. Pers. Soc. Psychol. 39: 940-952.
17. Dweck, C. S. (1986). Motivational processes affecting learning. Am. Psychol. 41: 1040-1048.
18. Dweck, C. S. (1990). Self-theories and goals: Their roles in motivation, personality and development. In Dienstbier, R. A. (ed.), Nebraska Symposium on Motivation. University of Nebraska Press, Lincoln, London, pp. 199-235.
19. Dweck, C. S., Davidson, W., Nelson, S., and Bradley, E. (1978). Sex differences in learned helplessness: II. The contingencies of evaluative feedback in the classroom and III. An experimental analysis. Dev. Psychol. 14: 268-276.
20. Dweck, C. S., and Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychol. Rev. 95: 256-273.
21. Elliot, E. S., and Dweck, C. S. (1988). Goals: An approach to motivation and achievement. J. Pers. Soc. Psychol. 54: 5-12.
22. Eronen, S., Nurmi, J.-E., and Salmela-Aro, K. (1998). Optimistic, defensive-pessimistic, impulsive and self-handicapping strategies in university environments. Learn. Instr. 2: 159-177.
23. Fergusson, D. M. (1997). Annotation: Structural equation models in developmental research. J. Child Psychol. Psych. 38: 877-887.
24. Geisthardt, C., and Munsch, J. (1996). Coping with school stress: A comparison of adolescents with and without learning disabilities. J. Learn. Disab. 29: 287-296.
25. Gerbing, D. W., and Anderson, J. C. (1993). Monte Carlo evaluations of goodness-of-fit indexes for structural equation models. In Bollen, K. A., and Long, J. S. (eds.), Testing Structural Equation Models. Sage, London.
26. Gottfried, A. E. (1985). Academic intrinsic motivation in elementary and junior high school students. J. Educ. Psychol. 77: 631-645.
27. Hansen, W. B., Malotte, C. K., Collins, L., and Fielding, J. E. (1987). Dimensions and psychosocial correlates of adolescent alcohol use. J. Alc. Drug Educ. 32: 19-31.
28. Herman-Stahl, M., and Petersen, A. C. (1996). The protective role of coping and social resources for depressive symptoms among young adolescents. J. Youth Adolesc. 25: 733-753.
29. Hurrelmann, K., and Engel, U. (1992). Delinquency as a symptom of adolescents' orientation toward status and success. J. Youth Adolesc. 21: 119-138.
30. Jacobsen, B., Lowery, B., and DuCette, J. (1986). Attributions of learning disabled children. J. Educ. Psychol. 78: 59-64.
31. Jones, E. E., and Berglas, S. (1978). Control of attributions about the self through self-handicapping: The appeal of alcohol and the rate of underachievement. Pers. Soc. Psychol. Bull. 4: 200-206.
32. Jorgensen, R. S., and Dusek, J. B. (1990). Adolescent adjustment and coping strategies. J. Person. 58: 503-513.
33. Jöreskog, K., and Sörbom, D. (1993). LISREL8: Structural Equation Modelling With the SIMPLIS Command Language. Lawrence Erlbaum Associates, Hillsdale, NJ. Publishers.
34. Kaslow, N. J., Rehm, L. P., and Siegel, A. W. (1984). Social-cognitive and cognitive correlates of depression in children. J. Abnorm. Psychol. 12: 605-620.
35. Kerr, M., and Stattin, H. (in press). What parents know, how they know it, and different forms of adolescent adjustment. Dev. Psychol.
36. Lau, S., and Leung, K. (1992). Relations with parents and school and Chinese adolescents' self-concept, delinquency, and academic performance. Br. J. Ed. Psychol. 62: 193-202.
37. Leung, K., and Lau, S. (1989). Effects of self-concept and perceived disapproval on delinquent behavior in school childre. J. Youth Adolesc. 18: 165-171.
38. Levy, K. S. (1997). The contribution of self-concept in the etiology of adolescent delinquency. Adolescence 32: 671-686.
39. Loehlin, J. C. (1987). Latent variable models. An Introduction to factor path analysis. Lawrence Erlbaum Associates, New Jersey.
40. Masten, A. S., and Coatsworth, J. D. (1998). The development of competence in favorable and unfavorable environments: Lessons from research on successful children. Am. Psychol. 53: 205-220.
41. Midgley, C., Arunkumar, R., and Urdan, T. C. (1996). If i don't do well tomorrow, there's a reason: Predictors of adolescents' use of academic self-handicapping strategies. J. Educ. Psychol. 88: 423-434.
42. Midgley, C., and Urdan, T. (1995). Predictors of middle school students' use of self-handicapping strategies. J. Early Ad. 15: 389-411.
43. Miller, W. R. (1975). Psychological deficit in depression. Psychol. Bull. 82: 238-260.
44. Nicholls, J. G., Cheung, P. C., Lauer, J., and Patashnick, M. (1989). Individual differences in academic motivation: Perceived ability, goals, beliefs, and values. Learn. Ind. Differ. 1: 63-84.
45. Nolen-Hoeksema, S., Girgus, J. S., and Seligman, M. E. P. (1986). Learned helplessness in children: A longitudinal study of depression, achievement, and explanatory style. J. Person. Soc. Psychol. 51: 435-442.
46. Nolen-Hoeksema, S., Girgus, J. S., and Seligman, M. E. P. (1992). Predictors and consequences of childhood depressive symptoms: A 5-year longitudinal study. J. Abnorm. Psychol. 3: 405-422.
47. Nurmi, J.-E. (1993). Self-handicapping and failure-trap strategy: A cognitive approach to problem behavior and delinquency. Psych. Fenn. 24: 75-85.
48. Nurmi, J.-E. (1997). Self-definition and mental health during adolescence and young adulthood. In Schulenberg, J., Maggs, J. L., and Hurrelmann, K. (eds.), Health Risks and Developmental Transitions During Adolescence. University Press, Cambridge.
49. Nurmi, J.-E., Aunola, K., Salmela-Aro, K., and Lindroos, M. (1999). The role of task-avoidant and master-oriented strategies in academic achievement: Three studies on antecedents, consequences and correlates. University of Jyväskylä, submitted for publication.
50. Nurmi, J.-E., Onatsu, T., and Haavisto, T. (1995a). Underachievers' cognitive and behavioural strategies - self-handicapping at school. Contemp. Educ. Psychol. 20: 188-200.
51. Nurmi, J.-E., Salmela-Aro, K., and Haavisto, T. (1995b). The strategy and attribution questionnaire: Psychometric properties. Eur. J. Psychol. Assoc. 11: 108-121.
52. Nurmi, J.-E., Salmela-Aro, K., and Ruotsalainen, H. (1994). Cognitive and attributional strategies among unemployed adults: A case of the failure-trap strategy. Eur. J. Person. 8: 135-148.
53. Nurmi, J.-E., and Stattin, H. (1998a). Strategy and attribution questionnaire for adolescents. University of Jyväskylä, Finland.
54. Nurmi, J.-E., and Stattin, H. (1998b). Observed strategy and attribution questionnaire for parents (SAQ-P). University of Jyväskylä, Finland.
55. Obeidallah, D. A., McHale, S. M., and Silbereisen, R. K. (1996). Gender role socialization and adolescents' reports of depression: Why some girls and not others? J. Youth Adolesc. 25: 775-785.
56. Olsson, G. (1998). Adolescent depression - epidemiology, nosology, life stress, and social network. Doctoral Dissertation, Uppsala University.
57. Onatsu-Arvilommi, T. P., and Nurmi, J.-E. (in press). The role of task-focussed and task-avoidant behaviors in the development of reading and mathematical skills during the first school year: A cross-lagged longitudinal study. J. Educ. Psychol.
58. Patterson, G. R., DeBaryshe, B. D., and Ramsey, E. (1989). A developmental perspective on antisocial behavior. Am. Psychol. 44: 329-335.
59. Petersen, A., Compas, B. E., Brooks-Gunn, J., Stemmler, M., Ey, S., and Grant, K. E. (1993). Depression in adolescence. Am. Psychol. 48: 155-168.
60. Peterson, A. C., Savigiani, P. A., and Kennedy, R. E. (1991). Adolescent depression: Why more girls? J. Youth Adolesc. 20: 247-271.
61. Peterson, C., and Seligman, M. E. (1984). Causal explanations as a risk factor for depression: Theory and evidence. Psychol. Rev. 91: 347-374.
62. Pintrich, P. R., and De Groot, E. A. M. (1990). Motivational and self-regulated learning components of classroom academic performance. J. Educ. Psychol. 82: 33-40.
63. Pyszczynski, T., and Greenberg, J. (1986). Evidence for a depressive self-focusing style. J. Res. Person. 20: 95-106.
64. Rhodewalt, F. (1990). Self-handicappers: Individual differences in the preference for anticipatory, self-protective acts. In Higgins, R. L., Snyder, C. R., and Berglas, S. (eds.), Self-Handicapping. The paradox that isn't. Plenum Press, New York.
65. Rijavec, M., and Brdar, I. (1997). Coping with school failure: Development of the school failure coping scale. Eur. J. Psychol. Educ. 12: 37-49.
66. Roeser, R. W., Eccles, J. S., and Sameroff, A. J. (1998). Academic and emotional functioning in early adolescence: Longitudinal relations, patterns, and prediction by experience in middle school. Dev. Psychopath. 10: 321-352.
67. Rönkä, A. (1999). The accumulation of problems of social functioning: Outer, inner, and behavioral strands. Doctoral dissertation, Jyväskylä Studies in Education, Psychology and Social Research, University of Jyväskylä.
68. Rosenberg, M. (1979). Conceiving the Self. Krieger Publishing Company, Malabar, FI.
69. Rosenhan, D. L., and Seligman, M. E. P. (1984). Abnormal Psychology. Norton & Company, New York.
70. Rutter, M., and Garmezy, N. (1983). Developmental psychopathology. In Mussen, P. H. (ed.), Handhook of Child Psychology (Vol. 4). Wiley, New York, pp. 775-911.
71. Schulenberg, J., Wadsworth, K. N., O'Malley, P. M., Bachman, J. G., and Johnston, L. D. (1996). Adolescent risk factors for binge drinking during the transition to young adulthood: Variable-and pattern-centered approaches to change. Dev. Psychol. 32: 659-674.
72. Skaalvik, E. M. (1997). Self-enchancing and self-defeating ego orientation: Relations with task and avoidance orientation, achievement, self-perceptions, and anxiety. J. Educ. Psychol. 89: 1, 71-81.
73. Skinner, E. A., Wellborn, J. G., and Connell, J. P. (1990). What it takes to do well in school and whether I've got it: The role of perceived control in children's engagement and school achievement. J. Educ. Psychol. 82: 22-32.
74. Snyder, C. R. (1990). Self-handicapping processes and sequelae. On the taking of the psychological dive. In Higgins, R. L., Snyder, C. R., and Berglas, S. (eds.), Self-Handicapping. The Paradox that Isn't. Plenum Press, New York, pp. 107-150.
75. Stattin, H. (1997). Problem behavior scale for adolescents. University of Örebro. Sweden.
76. Taylor, S. E., and Brown, J. D. (1988). Illusion and well-being: A social psychological perspective on mental health. Psychol. Bull. 103: 193-210.
77. Tice, D. M. (1991). Esteem protection or enhancement? Self-handicapping motives and attributions differ by trait self-esteem. J. Person. Soc. Psychol. 60: 711-725.
78. Tice, D. M., and Baumeister, R. F. (1990). Self-esteem, self-handicapping and self-presentation: The strategy of inadequate practice. J. Person. 58: 443-464.
79. Vazsonyi, A. T., and Flannery, D. J. (1997). Early adolescent delinquent behaviors: Associations with family and school domains. J. Early Adolesc. 17: 271-293.
80. Weary, G., and Williams, J. P. (1990). Depressive self-presentation: Beyond self-handicapping. J. Person. Soc. Psychol. 58: 892-898.
81. Windle, M., and Windle, R. C. (1996). Coping strategies, drinking motives, and stressful life events among middle adolescents: Associations with emotional and behavioral problems and with academic functioning. J. Abnorm. Psychol. 105: 551-560.
82. Zahn-Waxler, C. (1993). Warriors and worriers: Gender and psychopathology. Dev. Psychopath. 5: 79-89.
83. Zuckerman, M., Kieffer, S., and Knee, C. R. (1998). Consequences of self-handicapping: Effects on coping, academic performance, and adjustment. J. Person. Soc. Psychol. 74: 1619-1628.