How do adolescents see their future? A review of the development of future orientation and planning

Nurmi, Jari‐Erik

doi:10.1016/0273-2297(91)90002-6

Cited by 971 publications

(1,057 citation statements)

References 82 publications

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“…What factors influence an adolescent to aspire to be a scholar, an athlete, an entrepreneur, or a parent? The selection of goals among the array of possibilities has been shown to be related to many sociodemographic factors, such as age, gender, ethnicity, SES, level of education, historical time (Nurmi, 1993), family values and social context (Cantor et al, 1991;Nurmi, 1991). These factors influence the norms against which adolescents compare themselves and the context within which goals are pursued.…”

Section: Resultsmentioning

confidence: 99%

“…Parents can influence attitudes towards the future such as the level of optimism (Nurmi, 1991;Nurmi & Pulliainen, 1991). They can have an impact on plans for goal realization (Nurmi & Pulliainen, 1991) and are often active in assisting and supporting their children in attaining their (career) goals (Kerpelman et al, 2002).…”

Section: Processesmentioning

confidence: 99%

“…Setting and successfully pursuing goals is particularly pertinent during adolescence when establishing identity is of fundamental importance (Erikson, 1963). Goal pursuit is suggested to serve as a self-directing and self-defining process (Nurmi, 1991(Nurmi, , 1993(Nurmi, , 2001). Adolescents direct their own development towards particular outcomes by selecting goals, determining strategies to achieve them and by evaluating the outcome of their efforts.…”

mentioning

confidence: 99%

“…Theories such as Possible Selves (Markus & Nurius, 1986;Oyserman & Fryberg, 2006) and Future Orientation Theory (Nurmi, 1991(Nurmi, , 1993Seginer, 1992;Trommsdorff, Lamm & Schmidt, 1979) incorporate conceptualizations of the selves we expect to, hope to, fear or want to avoid becoming. These abstract cognitive representations incorporate both an approach and avoidance component.…”

mentioning

confidence: 99%

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Adolescent goal content and pursuit: A review of the literature from the past 16 years

Massey

Gebhardt

Garnefski

2008

Developmental Review

204

212

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a b s t r a c tThe aim of this article is to provide an overview and discussion of the literature from various areas of psychology on adolescent goal content and pursuit since the publication of Nurmi's review in 1991. Ninety-four studies were identified which incorporated a measure of adolescent goal content/processes. We explore and discuss the theories employed in these studies, methods of goal measurement, and the findings presented in the studies. Adolescent goal content and pursuit appear to be influenced by various sociodemographic and psychological factors. In turn, goal content, goal pursuit and (un)successful goal attainment are related to adolescent behavior, health and well-being. Limitations and suggestions for further research are discussed.

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Section: Resultsmentioning

confidence: 99%

Section: Processesmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

See 2 more Smart Citations

Adolescent goal content and pursuit: A review of the literature from the past 16 years

Massey

Gebhardt

Garnefski

2008

Developmental Review

204

212

View full text Add to dashboard Cite

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“…Students may exert suboptimal study effort if they overly discount the future (Greene, 1986;Nurmi, 1991, Gruber, 2001), if they have time inconsistent preferences, such as hyperbolic discounting (Green et al, 1994;Kirby, 1997;Laibson, 1997, Bettinger andSlonim, 2007), or if they perceive overly high education costs or overly low expected returns (Eckstein and Wolpin, 1999). In such cases, standard economic models predict that financial incentives ought to increase individual study effort and improve performance under the assumption that performance is positively related with effort (Smith and Walkers, 1993; Gibbons, 1997;and Lazear, 2000).…”

Section: A Theoretical Motivationmentioning

confidence: 99%

Mentoring, educational services, and incentives to learn: What do we know about them?

Rodríguez‐Planas

2012

Evaluation and Program Planning

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. www.econstor.eu The Institute for the Study of Labor (IZA) in Bonn is a local and virtual international research center and a place of communication between science, politics and business. IZA is an independent nonprofit organization supported by Deutsche Post Foundation. The center is associated with the University of Bonn and offers a stimulating research environment through its international network, workshops and conferences, data service, project support, research visits and doctoral program. IZA engages in (i) original and internationally competitive research in all fields of labor economics, (ii) development of policy concepts, and (iii) dissemination of research results and concepts to the interested public. Terms of use: Documents in D I S C U S S I O N P A P E R S E R I E SIZA Discussion Papers often represent preliminary work and are circulated to encourage discussion. Citation of such a paper should account for its provisional character. A revised version may be available directly from the author. This paper reviews recent studies on the effectiveness of services and incentives offered to disadvantaged youth. We focus our analysis on three types of interventions: mentoring, educational services, and financial rewards. The objective of this article is threefold. First, we explain alternative theoretical points of view in favor (or against -when applicable) each of these interventions. Then, we discuss how recent empirical work has affected that view, and we summarize the latest findings. We conclude with a discussion on what questions remain to be examined. Our hope is that this article will serve as a resource for those seeking to understand what educational interventions work and for whom, and to use as a starting point to illuminate the debate on where to go next.JEL Classification: C93, I21, I22, I28, J24

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Identity processing style and cognitive attributional strategies: similarities and difference across different contexts

et al. 1999

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Identity processing style refers to the manner in which individuals approach or manage to avoid identity relevant problems and decisions. Two studies were designed to investigate the relationship between identity style and the speci®c cognitive and attributional strategies youth deploy in achievement and aliative contexts. In Study 1, 198 American late adolescents ®lled in the revised Identity Style Inventory and a Strategy and Attribution Questionnaire. In Study 2, 109 Finnish late adolescents ®lled in the same measures. Study 1 revealed that diuse/avoidant-oriented American youth relied on maladaptive strategies in both contexts. Information-oriented youth engaged in more strategic planning than did their normative and diuse/avoidant counterparts. Study 2 indicated an identical pattern of associations among the identity processing styles and cognitive and attributional strategies for Finnish youth in achievement but not in interpersonal settings. The results are discussed in the context of a social±cognitive theory of identity development.

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How do adolescents see their future? A review of the development of future orientation and planning

Cited by 971 publications

References 82 publications

Adolescent goal content and pursuit: A review of the literature from the past 16 years

Adolescent goal content and pursuit: A review of the literature from the past 16 years

Mentoring, educational services, and incentives to learn: What do we know about them?

Identity processing style and cognitive attributional strategies: similarities and difference across different contexts

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