TY - JOUR
T1 - Psychosocial reserve capacity, family background and selection of an educational path–a longitudinal study from Finland
AU - Claro, Paulyn Jean Acacio
AU - Koivusilta, Leena
AU - Vainikainen, Mari-Pauliina
AU - Rimpelä, Arja
N1 - Funding Information:
This work was supported by the Academy of Finland (Skidi-Kids Research Programme, the project 264276/2012 and the project 288774/2015); Juho Vainio Foundation [202010143 to P.J.A.C.]; and the Competitive State Research Funding of the Expert Responsibility Area of Tampere University Hospital (9X048). The authors thank Dr. Henrik Dobewall and Anna My?h?nen for assistance in data management and dataset preparation and the personnel of the Centre for Educational Assessment at the University of Helsinki for data collection.
Publisher Copyright:
© 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
PY - 2022
Y1 - 2022
N2 - Finnish students start academic or vocational track in upper secondary education at age 16 years. Track placement is based on grades, but family background and psychosocial resources may have influences. Using 2014 survey data of Grade 9 students in Helsinki Metropolitan area linked to the Joint Application Registry data as of 2017, we fitted two-level, sex-stratified, generalized structural equation models to determine how reserve capacity (academic self-efficacy and social support), family background, and the comprehensive schools predict track placement. Adjusting for the effect of grades, low reserve capacity and disadvantaged family background increased probabilities of vocational track and non-placement of students. Schools also affected track placement, suggesting differences among comprehensive schools in the area. Findings imply that building reserve capacities of adolescents, through enhancing academic self-efficacy and social support, particularly in those with disadvantaged backgrounds, could increase chances of academic track placement in upper secondary school.
AB - Finnish students start academic or vocational track in upper secondary education at age 16 years. Track placement is based on grades, but family background and psychosocial resources may have influences. Using 2014 survey data of Grade 9 students in Helsinki Metropolitan area linked to the Joint Application Registry data as of 2017, we fitted two-level, sex-stratified, generalized structural equation models to determine how reserve capacity (academic self-efficacy and social support), family background, and the comprehensive schools predict track placement. Adjusting for the effect of grades, low reserve capacity and disadvantaged family background increased probabilities of vocational track and non-placement of students. Schools also affected track placement, suggesting differences among comprehensive schools in the area. Findings imply that building reserve capacities of adolescents, through enhancing academic self-efficacy and social support, particularly in those with disadvantaged backgrounds, could increase chances of academic track placement in upper secondary school.
KW - Academic
KW - academic self-efficacy
KW - family background
KW - psychosocial reserve capacity
KW - social support
KW - vocational
U2 - 10.1080/02673843.2022.2043916
DO - 10.1080/02673843.2022.2043916
M3 - Article
AN - SCOPUS:85126263195
SN - 0267-3843
VL - 27
SP - 166
EP - 180
JO - INTERNATIONAL JOURNAL OF ADOLESCENCE AND YOUTH
JF - INTERNATIONAL JOURNAL OF ADOLESCENCE AND YOUTH
IS - 1
ER -