Määttä Sami, Stattin Håkan, Nurmi Jari-Erik
Department of Psychology, University of Jyväskylä, Finland.
Scand J Psychol. 2006 Aug;47(4):273-80. doi: 10.1111/j.1467-9450.2006.00517.x.
The present study examined the extent to which the achievement strategies deployed by adolescents, and those used by their peers would predict adolescents' school adjustment, academic achievement and problem behavior. The participants were 287 14-15-year-old comprehensive school students (121 boys and 165 girls) from a middle-sized town in central Sweden. The results showed that not only the maladaptive strategies used by adolescents, but also those reported by their peers predicted adolescents' norm-breaking behavior, low school adjustment and low level of achievement: high levels of failure expectations and task-avoidance among adolescents' peers were positively associated with adolescents' own norm-breaking behavior, and indirectly via this, also with their maladjustment at school and low grades. These associations were found after controlling for the impact of adolescents' own achievement strategies.
本研究考察了青少年所采用的成就策略以及他们同龄人所使用的策略在多大程度上能够预测青少年的学校适应情况、学业成绩和问题行为。研究参与者是来自瑞典中部一个中等规模城镇的287名14 - 15岁的综合学校学生（121名男生和165名女生）。结果表明，不仅青少年自身使用的适应不良策略，而且他们同龄人报告的策略都能预测青少年的违规行为、低学校适应能力和低学业水平：青少年同龄人中高水平的失败预期和任务回避与青少年自身的违规行为呈正相关，并且通过这种方式，也与他们在学校的适应不良和低成绩间接相关。在控制了青少年自身成就策略的影响后发现了这些关联。
