The present study investigated the developmental trajectories and the possible antecedents (e.g., gender, school track, academic achievement, self-esteem, parental affect, and monitoring) of 17- to 21-year-old young adults’ engagement in their studies and work. The study is part of the longitudinal Finnish Educational Transitions (FinEdu) study involving 804 participants. The results revealed four latent trajectory groups of study and work engagement: high increasing (72%), low increasing (14%), high decreasing (9%), and low stable (5%). High parental affect and high self-esteem among 16-year-old adolescents manifested themselves as an increase in engagement in studies and work during the transition to work or higher education in early adulthood. Moreover, a lower level of parental affect resulted in a decrease in subsequent engagement.
AnnunziataD.HogueA.FawL.LiddleH. A. (2006). Family functioning and school success in at-risk, inner-city adolescents. Journal of Youth and Adolescence, 35, 105–113. doi: 10.1007/s10964-005-9016-3
2.
AppletonJ. J.ChristensonS. L.KimD.ReschlyA. L. (2006). Measuring cognitive and psychological engagement: Validation of the student engagement instrument. Journal of School Psychology, 44, 427–445. doi: 10.1016/j.jsp.2006.04.002
3.
ArchambaultI.JanoszM.MorizotJ.PaganiL. (2009). Adolescent behavioral, affective, and cognitive engagement in school: Relations to dropout. Journal of School Health, 79, 408–415. doi:10.1111/j.1746-1561.2009.00428.x
4.
AunolaK.NurmiJ.-E. (2004). Maternal affection moderates the impact of psychological control on a child’s mathematics performance. Developmental Psychology, 40, 965–978. doi: 10.1037/0012-1649.40.6.965
5.
BacchiniD.MirandaM. C.AffusoG. (2011). Effects of parental monitoring and exposure to community violence on antisocial behavior and anxiety/depression among adolescents. Journal of Interpersonal Violence, 26, 269–292. doi:10.1177/0886260510362879
6.
BakkerA. B. (2009). Building engagement in the workplace. In BurkeR. J.CooperC. L. (Eds.), The peak performing organization (pp. 50–72). Oxon, England: Routledge.
7.
BakkerA. B.SchaufeliW. B.LeiterM. P.TarisT. W. (2008). Work engagement: An emerging concept in occupational health psychology. Work and Stress, 22, 187–200. doi:10.1080/02678370802393649
8.
BarberB. K. (1996). Parental psychological control: revisiting a neglected construct. Child Development, 67, 3296–3319. doi:10.1111/j.1467-8624.1996.tb01915.x
9.
BaumeisterR. F.TiceD. M. (1985). Self-esteem and responses to success and failure: Subsequent performance and intrinsic motivation. Journal of Personality, 53, 450–467. doi:10.1111/j.1467-6494.1985.tb00376.x
10.
BerndtT. J.MillerK. E. (1990). Expectancies, values, and achievement in junior high school. Journal of Educational Psychology, 82, 319–326. doi:10.1037/0022-0663.82.4.664
11.
BorawskiE. A.Ievers-LandisC. E.LovegreenL. D.TraplE. S. (2003). Parental monitoring, negotiated unsupervised time, and parental trust: The role of perceived parenting practices in adolescent health risk behaviors. Journal of Adolescent Health, 33, 60–70. doi:10.1016/S1054-139X(03)00100-9
12.
BrewsterA. B.BowenG. L. (2004). Teacher support and the school engagement of Latino middle and high school students at risk of school failure. Child and Adolescent Social Work Journal, 21, 47–67. doi: 10.1023/B: CASW.0000012348.83939.6b
13.
BridgelundJ. M. (2010). The new dropout challenge: Bridging gaps among students, parents, and teachers. New Directions for Youth Development, 127, 101–110. doi: 10.1002/yd.366
14.
ChenX.LiuM.LiD. (2000). Parental warmth, control, and indulgence and their relations to adjustment in Chinese children: A longitudinal study. Journal of Family Psychology, 14, 401–419. doi:10.1037//0893-3200.14.3.401
15.
DarlingN.SteinbergL. (1993). Parenting styles as context: An integrative model. Psychological Bulletin, 113, 487–496. doi:10.1037/0033-2909.113.3.487
16.
DishionT. J.McMahonR. J. (1998). Parental monitoring and the prevention of child and adolescent problem behavior: A conceptual and empirical formulation. Clinical Child and Family Psychology Review, 1, 61–75. doi:10.1023/A:1021800432380
17.
EcclesJ. S.HaroldR. D. (1993). Parent-school involvement during the early adolescent years. Teachers College Record, 94, 568–587.
18.
EcclesJ. S.MidgleyC. (1989). Stage/environment fit: Developmentally appropriate classrooms for young adolescents. In AmesR.AmesC. (Eds.), Research on motivation and education: Goals and cognitions (vol. 3. pp. 139–186). New York, NY: Academic Press.
19.
EcclesJ. S.RoeserR. W. (2009). Schools, academic motivation, and stage-environment fit. In LernerR. M.SteinberL. (Eds.), Handbook of adolescent psychology (3rd ed. pp. 404–434). Hoboken, NJ: John Wiley.
20.
EnglundM. M.EgelandB.CollinsW. A. (2008). Exceptions to high school dropout predictions in a low-income sample: Do adults make a difference?Journal of Social Issues, 64, 77–93. doi:10.1111/j.1540-4560.2008.00549.x
21.
EpsteinJ. L. (1996). Perspectives and previews on research and policy for school, family, and community partnerships. In BoothA.DunnJ. F. (Eds.), Family-school links: How do they affect educational outcomes? (pp. 209–246). Mahwah, NJ: Lawrence Erlbaum.
22.
FredricksJ. A.BlumenfeldP. C.ParisA. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74, 59–109. doi:10.3102/00346543074001059
23.
FurrerC.SkinnerE. (2003). Sense of relatedness as a factor in children’s academic engagement and performance. Journal of Educational Psychology, 95, 148–162. doi:10.1037/0022-0663.95.1.148
24.
Garcia-ReidP.ReidR. J.PetersonN. A. (2005). School engagement among latino youth in an urban middle school context. Education and Urban Society, 37, 257–275. doi:10.1177/0013124505275534
25.
HakanenJ.BakkerA.SchaufeliW. (2006). Burnout and engagement among teachers. Journal of School Psychology, 43, 495–513. doi:10.1016/j.jsp.2005.11.001
26.
HartungP.PorfeliE.VondracekF. (2005). Child vocational development: A review and reconsideration. Journal of Vocational Behavior, 66, 385–419. doi: 10.1016/j.jvb.2004.05.006
27.
JacobsonK. C.CrockettL. J. (2000). Parental monitoring and adolescent adjustment: An ecological perspective. Journal of Research on Adolescence, 10, 65–97. doi: 10.1207/SJRA1001_4
28.
JanoszM.ArchambaultIMorizotJ.PaganiL. S. (2008). School engagement trajectories and their differential predictive relations to dropout. Journal of Social Issues, 64, 21–40. doi: 10.1111/j.1540-4560.2008.00546.x
29.
KerrM.StattinH.BurkW. J. (2010). A reinterpretation of parental monitoring in longitudinal perspective. Journal of Research on Adolescence, 20, 39–64. doi:10.1111/j.1532-7795.2009.00623.x
LaddG. W.DinellaL. M. (2009). Continuity and change in early school engagement: Predictive of children’s achievement trajectories from first to eight grade?Journal of Educational Psychology, 101, 190–206. doi:10.1037/a0013153
32.
LangelaanS.BakkerA. B.van DoornenL. J. P.SchaufeliW. B. (2006). Burnout and work engagement: Do individual differences make a difference?Personality and Individual Differences, 40, 521–532. doi:10.1177/0013164405282471
33.
LiY.LernerR. M. (2011). Trajectories of school engagement during adolescence: Implications for grades, depression, delinquency, and substance use. Developmental Pscyhology, 47, 233–247. doi:10.1037/a0021307
34.
LibbeyH. P. (2004). Measuring student relationships to school: Attachment, bonding, connectedness, and engagement. Journal of School Health, 74, 274–283. doi: 10.1111/j.1746-1561.2004.tb08284.x
35.
MäkikangasA.BakkerA. B.AunolaK.DemeroutiE. (2010). Job resources and flow at work: Modelling the relationship via latent growth curve and mixture model methodology. Journal of Occupational and Organizational Psychology, 83, 795–814. doi:10.1348/096317909X476333
36.
MarksH. M. (2000). Student engagement in instructional activity: Patterns in the elementary, middle, and high school years. American Educational Research Journal, 37, 153–184. doi:10.1111/j.1746-1561.2004.tb08284.x
37.
MuthénB. O. (2001). Latent variable mixture modeling. In MarcoulidesG. A.SchumackerR. E. (Eds.), Advanced structural equation modeling: New developments and techniques (pp. 1–33). Mahwah, NJ: Lawrence Erlbaum.
38.
MuthénB. O. (2004). Latent variable analysis: Growth mixture modeling of individual differences in experimental designs: A latent variable framework for analysis and power estimation. Psychological Methods, 2, 371–402.
39.
MuthénB. O.MuthénL. K. (2000). Integrating person-centered and variable-centered analyses: Growth mixture modeling with latent trajectory classes. Alcoholism: Clinical and Experimental Research, 24, 882–891. doi:10.1111/j.1530-0277.2000.tb02070.x
40.
MuthénL.MuthénB. O. (1998–2012). Mplus. User’s guide. Los Angeles, CA: Author.
41.
OrthnerD. K.Jones-SanpeiH.AkosP.RoseR. A. (2013). Improving middle school student engagement through career-relevant instruction in the core curriculum. The Journal of Educational Research, 106, 27–38. doi: 10.1080/00220671.2012.658454
42.
PomerantzE. M.AltermattE. R.SaxonJ. L. (2002). Making the grade but feeling distressed: Gender differences in academic performance and internal distress. Journal of Educational Psychology, 94, 396–404. doi:10.1037/0022-0663.94.2.396
43.
RobertsG. C.BlockH.BlockJ. (1984). Continuity and change in parents’ child-rearing practices. Child Develoment, 55, 586–597. doi: 10.2307/1129970
44.
RosenbergM.SchoolerCSchoenbachC.RosenbergF. (1995). Global self-esteem and specific self-esteem: Different concepts, different outcomes. American Sociological Review, 60, 141–156. doi:10.2307/2096350
45.
SalanovaM.AgutS.PeiroJ. M. (2005). Linking organizational resources and work engagement to employee performance and customer loyalty: The mediation of service climate. Journal of Applied Psychology, 90, 1217–1227. doi: 10.1037/0021-9010.90.6.1217
46.
Salmela-AroK.KiuruN.NurmiJ.-E. (2008). The role of educational track in adolescents’ school burnout: A longitudinal study. British Journal of Educational Psychology, 78, 663–689. doi: 10.1348/000709908X281628
47.
Salmela-AroK.TolvanenA.NurmiJ.-E. (2009). Achievement strategies during university studies predict early career burnout and engagement. Journal of Vocational Behavior, 75, 162–172. doi: 10.1016/j.jvb.2009.03.009
48.
Salmela-AroK.UpadyayaK. (2012). The Schoolwork Engagement Inventory: Energy, dedication and absorption (EDA). European Journal of Psychological Assessment, 28, 60–67. doi:10.1027/1015-5759/a000091
49.
Salmela-AroK.UpadyayaK. (2013). Demands-resources model of engagement, burn out, and later adaptation in the school context. Manuscript in preparation.
50.
SchaufeliW. B.BakkerA. B.SalanovaM. (2006). The measurement of work engagement with a short questionnaire: A cross-national study. Educational and Psychological Measurement, 66, 701–716. doi: 10.1177/0013164405282471
51.
SchaufeliW. B.MartinezI.PintoA. M.SalanovaM.BakkerA. (2002). Burnout and engagement in university students: A cross-national study. Journal of Cross-Cultural Psychology, 33, 464–481. doi:10.1177/0022022102033005003
Simons-MortonB. (2004). Prospective association of peer influence, school engagement, drinking expectancies, and parent expectancies with drinking initiation among sixth graders. Addictive Behaviors, 29, 299–309. doi:10.1016/j.addbeh.2003.08.005
54.
Simons-MortonB.ChenR. (2009). Peer and parent influences on school engagement among early adolescents. Youth & Society, 41, 3–25. doi: 10.1177/0044118X09334861
55.
Simons-MortonB. G.CrumpA. D. (2003). Association of parental involvement and social competence with school adjustment and engagement among sixth graders. Journal of School Health, 73, 121–126. doi:10.1111/j.1746-1561.2003.tb03586.x
56.
SirinS. R.Rogers-SirinL. (2004). Exploring school engagement of middle-class African American Adolescents. Youth Society, 35, 323–340. doi:10.1177/0044118X03255006
57.
StattinH. (1996). Örebro parenting style inventory for parents. Örebro, Sweden: University of Örebro.
58.
SteinbergL.LambornS.DornbuschS.DarlingN. (1992). Impact of parenting practices on adolescent achievement: Authoritative parenting, school involvement, and encouragement to succeed. Child Development, 63, 1266–1281. doi:10.2307/1131532
59.
SteinbergL.MountsN. S.LambornS. D.DornbuschS. M. (1991). Authoritative parenting and adolescent adjustment across varied ecological niches. Journal of Research on Adolescence, 1, 19–36.
60.
UpadyayaK.Salmela-AroK. (in press). Development of school engagement in association with academic success and well-being in varying social contexts: A review of empirical research. European Psychologist.
61.
XanthopoulouD.BakkerA. B.DemeroutiE.SchaufeliW. B. (2007). The role of personal resources in the job demands-resources model. International Journal of Stress Management, 14, 121–141. doi:10.1037/1072-5245.14.2.121
