The Development of Motivation and Amotivation to Study and Work across Age-Graded Transitions in Adolescence and Young Adulthood
The Development of Motivation and Amotivation to Study and Work across Age-Graded Transitions in Adolescence and Young Adulthood
复制标题
青春期和青年期跨年龄过渡的学习和工作动机和动机的发展
DOI：
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发表时间：
2019
影响因子：
4.9
通讯作者：
K. Salmela‐Aro
中科院分区：
文献类型：
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作者：
J. Symonds;I. Schoon;J. Eccles;K. Salmela‐Aro
人们的学习和工作动机是参与和获得的重要先导。然而，很少有人知道动机和缺乏动机是如何在青春期和青年期正常发展的。此外，没有比较的动机和动机的发展跨越连续的年龄阶段的过渡，如中学过渡的青春期和学校到工作的过渡在年轻的成年。目前的研究探索了芬兰动机和动机发展的轨迹，使用分段增长曲线模型分析了来自878名青年（52%男性）样本的五波数据（年龄15-22岁）。在两个过渡期，动机指标（不感兴趣，徒劳和惰性）下降，而动机指标（成就值）增加。对于在中学过渡期转入职业教育的青年和在从学校到工作过渡期从学术轨道转入高等教育的青年来说，不感兴趣和惰性的减少幅度更大。动机和动机转移最在学校到工作的过渡，信号的重要性，这一时期的动机发展。总的来说，结果表明，年轻人变得更积极，更少的动力，因为他们从青春期到青年成年年龄，符合规范的成熟和逐步的社会变化，并转移到越来越个性化的环境。
People’s motivation to engage in studying and working is an important precursor of participation and attainment. However, little is known about how motivation and the lack of motivation develops normatively across adolescence and young adulthood. Furthermore, there is no comparison of motivation and amotivation development across sequential age-graded transitions such as the mid-schooling transition in adolescence and the school-to-work transition in young adulthood. The current study explored trajectories of motivation and amotivation development in Finland, using piecewise growth curve modelling to analyze five waves of data (age 15–22 years) from a sample of 878 youth (52% male). Indicators of amotivation (disinterest, futility and inertia) decreased, whilst the indicator of motivation (attainment value) increased across both transitions. Reductions in disinterest and inertia were steeper for youth transferring into vocational education at the mid-schooling transition and for youth transferring from an academic track to higher education at the school-to-work transition. Amotivation and motivation shifted most at the school-to-work transition, signaling the importance of this period for motivation development. Overall, the results suggest that young people became more motivated and less amotivated as they aged from adolescence through young adulthood, in line with normative maturational and gradual social changes and transfer into increasingly personalized environments.
影响因子：
4.9
作者：
Gaspard, Hanna;Dicke, Anna-Lena;Nagengast, Benjamin
通讯作者：
Nagengast, Benjamin
影响因子：
4.6
作者：
Jacobs, JE;Lanza, S;Wigfield, A
通讯作者：
Wigfield, A