Adolescents' achievement strategies, school adjustment, and externalizing and internalizing problem behaviors
Adolescents' achievement strategies, school adjustment, and externalizing and internalizing problem behaviors
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DOI：
10.1023/a:1005143607919
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发表时间：
2000-06-01
影响因子：
4.9
通讯作者：
Nurmi, JE
中科院分区：
文献类型：
--
作者：
Aunola, K;Stattin, H;Nurmi, JE
本研究考察了青少年在学校情境中使用的成就策略与自尊、学校适应、内外化问题行为的关系。采用策略与归因问卷（SAQ）、自尊量表、学校适应量表、抑郁量表和外化问题行为量表对1185名14 ~ 15岁青少年进行调查，并要求青少年父母对孩子的成就策略、学校适应和外化问题行为进行评定。外化问题行为结果显示，低自尊与青少年使用适应不良的成就策略有关，而这反过来又与他们在学校的适应不良有关，以及问题行为的内化和外化。此外，青少年适应不良策略与外化问题行为之间的关系部分通过学校适应来中介。结果表明，青少年的成就策略不仅反映在他们的学校适应，但也反映在他们的整体问题行为。
The present study investigated the relationships between the achievement strategies adolescents deploy in a school context and their self-esteem, school adjustment and internalizing and externalizing problem behaviors. A total of 1185 14-to15-year-old adolescents filled in the Strategy and Attribution Questionnaire (SAQ), Rosenberg's Self-Esteem Scale, and scales measuring school adjustment, depression and externalizing problem behavior The adolescents' parents were also asked to evaluate their children's achievement strategies, school adjustment and, externalizing problem behavior The results revealed that low self-esteem was associated with adolescents' use of maladaptive achievement strategies which, in turn, was associated with their maladjustment at school, and internalizing and externalizing problem behaviors. Moreover; the association between adolescents' maladaptive strategies and their externalizing problem behavior was partly mediated via their school adjustment. The results suggest that the achievement strategies adolescents deploy are reflected nor only in their school adjustment but also in their overall problem behavior.