Patterns and pathways of educational achievement across adolescence: A holistic‐developmental perspective
… They posited that it was this mismatch of school and young adolescents’ needs that could
explain, in part, declines in their academic and social-emotional functioning during this
stage. Consistent with these ideas, we examine how young adolescents’ home and school
environments, conceptualized as developmentally appropriate (constructive) or
inappropriate (destructive), are related to proximal patterns of academic motivation, mental
health, and achievement in early adolescence, as well as distal educational decisions in …
explain, in part, declines in their academic and social-emotional functioning during this
stage. Consistent with these ideas, we examine how young adolescents’ home and school
environments, conceptualized as developmentally appropriate (constructive) or
inappropriate (destructive), are related to proximal patterns of academic motivation, mental
health, and achievement in early adolescence, as well as distal educational decisions in …
Abstract
The authors' approach to using pattern‐centered analyses and longitudinal data addresses how configurations of personal and contextual factors forecast the educational achievement and attainments of different youth across adolescence.
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