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01-11-2007 | Original Paper | Uitgave 8/2007

Journal of Youth and Adolescence 8/2007

The Role of Peer Groups in Adolescents’ Educational Expectations and Adjustment

Tijdschrift:
Journal of Youth and Adolescence > Uitgave 8/2007
Auteurs:
Noona Kiuru, Kaisa Aunola, Jukka Vuori, Jari-Erik Nurmi
Belangrijke opmerkingen
Noona Kiuru is a PhD student of Psychology at the University of Jyväskylä. She received her M.A from the same university in 2003. Her major research interest is adolescents’ peer networks.
Kaisa Aunola is an Assistant Professor of Psychology at University of Jyväskylä. She received her PhD in 2001 at the same university. Her research interests include family relationships, parenting, and children's underachievement and related developmental processes in school and family contexts.
Dr. Jukka Vuori is a Research Professor at the Finnish Institute of Occupational Health. He received his PhD in psychology from the University of Helsinki. His main research interests are sources and consequences of occupational stressors, coping and prevention during the work life course. Dr. Vuori is the Vice Director of the Life Course and Work theme and his research group is involved in prevention research, large fields experiments and country-wide dissemination of group interventions into service systems.
Jari-Erik Nurmi is a Professor of Psychology at the University of Jyväskylä, Finland, and a director of the Finnish Center of Excellence in Learning and Motivation Research. He received his Ph.D in 1990 from the University of Helsinki. His major research interests include personal goals in life-span transitions and learning motivation in school and family contexts.

Abstract

The present study investigated to what extent the members of adolescents’ peer groups share similar educational expectations, and to what extent overall and school-related adjustment are associated with these expectations. Three hundred and ninety-four ninth-graders facing the transition to secondary education filled in questionnaires measuring their short-term and long-term educational expectations, and their academic achievement, learning difficulties, negative attitudes towards school, problem behavior, and self-esteem. Multilevel modeling showed that peer group members shared similar educational expectations. Among girls, adjustment typical of the peer group was associated with the group members’ educational expectations. By contrast, among boys, only problem behavior typical of the peer group was associated with the group members’ educational expectations.

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Journal of Youth and Adolescence 8/2007 Naar de uitgave