Transição Para O Ensino Secundário Em Portugal: Vozes De Estudantes Sobre Dificuldades Acadêmicas

Torres, Ana Cristina; Mouraz, Ana

doi:10.1590/es0101-73302019186268

Cited by 2 publications

(3 citation statements)

References 12 publications

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“…The need to adapt to new educational contexts resulting from the transition to high school is a significant change that young people face across late adolescence. In Portugal, high school starts in the 10th grade (14/15 years), requiring students to make important decisions about the future (Torres & Mouraz, 2019 ). Upon entering high school, young people make vocational choices, which can be a significant step toward their affirmation.…”

Section: Introductionmentioning

confidence: 99%

Stability and Change in Adolescents’ Sense of Agency: Contributions of Sex, Multiple Risk, Pandemic Stress, and Attachment to Parents

Nunes

Mota

Ferreira

et al. 2023

J Youth Adolescence

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Although literature states that individual, relational, and contextual factors contribute to adolescents’ sense of agency, more research is needed to clarify and understand how adolescents develop this belief over time. The current study examined the stability/change trajectories of the sense of agency during adolescence, specifically across high school, analyzing whether attachment to parents over time, adolescents’ sex, cumulative risk in baseline, and pandemic-related stress explained these trajectories. The sample included 467 Portuguese adolescents (40.7% were males; Mage = 15.58 years, SD = 0.80), evaluated three times across 18 months. This work yielded three significant findings. First, adolescents’ sense of agency significantly increased over time, with significant between-subject variance at the initial levels but not at the growth rate. Second, attachment to parents consistently links to adolescents’ sense of agency across time, despite the differential contributions from attachment to mothers and fathers. Third, boys reported greater growth in the sense of agency than girls. Adolescents’ cumulative risk at T1 predicted lower initial levels of sense of agency, whereas higher pandemic-related stress predicted less growth of the sense of agency. These findings emphasize the contributions of individual and family characteristics and the role of the broader social context in shaping the development of adolescents’ sense of agency. The findings underline the need to consider further the differential influences of adolescents’ relationships with mothers and fathers to understand changes in adolescents’ sense of agency.

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Section: Introductionmentioning

confidence: 99%

Stability and Change in Adolescents’ Sense of Agency: Contributions of Sex, Multiple Risk, Pandemic Stress, and Attachment to Parents

Nunes

Mota

Ferreira

et al. 2023

J Youth Adolescence

View full text Add to dashboard Cite

show abstract

“…It seems that students who are concerned about their future, eager to learn more about themselves and occupational options, confident and with a sense of control over their actions might better adapt to a school transition and actively contribute to improving their learning conditions. However, choosing and committing to a specific high school course is a complex process for adolescents and differently experienced by each individual [ 1 , 2 ]. On the one hand, there are adolescents who might have been actively preparing for the school transition by exploring the options and making an informed career decision; this may sustain high commitment and satisfaction upon the implementation of the career choice.…”

Section: Discussionmentioning

confidence: 99%

“…In the Portuguese context, the transition from 9th to 10th grade is often challenging for adolescents, as it requires choosing and committing to a specific academic course to pursue in high school [ 1 ]. During this transition, adolescents face a formal and socially expected moment to make an academic choice and to think about their future more intentionally.…”

Section: Introductionmentioning

confidence: 99%

Social-Emotional Skills, Career Adaptability, and Agentic School Engagement of First-Year High School Students

Oliveira

Castro

Silva

et al. 2023

IJERPH

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The transition to the first year of high school constitutes a critical moment because it corresponds to the implementation of a career choice, which can impact students’ satisfaction and psychosocial adjustment. The career construction model of adaptation holds potential to explain how students adapt to high school, by suggesting linkages among adaptive readiness, resources, responses, and results. However, research applying the career construction model to school transitions, combining social-emotional, career, and academic variables is still needed. This study explores the roles that social-emotional skills (an indicator of adaptive readiness) and career adaptability (an indicator of adaptability resources) play in explaining first-year high school students’ agentic school engagement (an indicator of adapting responses). Measures of social-emotional skills, career adaptability, and school engagement were completed by 136 students (63.2% girls; M age = 15.68). Results from the hierarchical linear regression analysis suggest that social-emotional skills and career adaptability explain 32% of the variance and significantly contribute to explaining agentic school engagement. These findings seem illustrative of the potential of the career construction model of adaptation to deepen knowledge and understanding about the transition to high school and the implementation of career choices. Aligned with the literature, this study supports the calls for integrative psychological practices that acknowledge social-emotional, career, and academic variables when fostering students’ psychosocial adjustment.

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Transição Para O Ensino Secundário Em Portugal: Vozes De Estudantes Sobre Dificuldades Acadêmicas

Cited by 2 publications

References 12 publications

Stability and Change in Adolescents’ Sense of Agency: Contributions of Sex, Multiple Risk, Pandemic Stress, and Attachment to Parents

Stability and Change in Adolescents’ Sense of Agency: Contributions of Sex, Multiple Risk, Pandemic Stress, and Attachment to Parents

Social-Emotional Skills, Career Adaptability, and Agentic School Engagement of First-Year High School Students

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