The Role of a Supportive Interpersonal Environment and Education-Related Goal Motivation During the Transition Beyond Upper Secondary Education

This is a sel -a chi ed e sion o an o iginal a icle. This e sion may di e om he o iginal in pagina ion and ypog aphic de ails. Au ho (s): Ti le: Yea : Ve sion: Copy igh : Righ s: Righ s u l: Please ci e he o iginal e sion: CC BY-NC-ND 4.0 h ps://c ea i ecommons.o g/licenses/by-nc-nd/4.0/ The Role o a Suppo i e In e pe sonal En i onmen and Educa ion-Rela ed Goal Mo i a ion Du ing he T ansi ion Beyond Uppe Seconda y Educa ion © 2018 Else ie Inc Accep ed e sion (Final d a ) Vasalampi, Ka i; Kiu u, Noona; Salmela-A o, Ka a iina Vasalampi, K., Kiu u, N., & Salmela-A o, K. (2018). The Role o a Suppo i e In e pe sonal En i onmen and Educa ion-Rela ed Goal Mo i a ion Du ing he T ansi ion Beyond Uppe Seconda y Educa ion. Con empo a y Educa ional Psychology, 55, 110-119. h ps://doi.o g/10.1016/j.cedpsych.2018.09.001 2018 Accep ed Manusc ip The Role o a Suppo i e In e pe sonal En i onmen and Educa ion-Rela ed Goal Mo i a ion Du ing he T ansi ion Beyond Uppe Seconda y Educa ion Ka i Vasalampi, Noona Kiu u, Ka a iina Salmela-A o PII: S0361-476X(17)30406-X DOI: h ps://doi.o g/10.1016/j.cedpsych.2018.09.001 Re e ence: YCEPS 1712 To appea in: Con empo a y Educa ional Psychology Please ci e his a icle as: Vasalampi, K., Kiu u, N., Salmela-A o, K., The Role o a Suppo i e In e pe sonal En i onmen and Educa ion-Rela ed Goal Mo i a ion Du ing he T ansi ion Beyond Uppe Seconda y Educa ion, Con empo a y Educa ional Psychology (2018), doi: h ps://doi.o g/10.1016/j.cedpsych.2018.09.001 This is a PDF ile o an unedi ed manusc ip ha has been accep ed o publica ion. As a se ice o ou cus ome s we a e p o iding his ea ly e sion o he manusc ip . The manusc ip will unde go copyedi ing, ypese ing, and e iew o he esul ing p oo be o e i is published in i s inal o m. Please no e ha du ing he p oduc ion p ocess e o s may be disco e ed which could a ec he con en , and all legal disclaime s ha apply o he jou nal pe ain. INTERPERSONAL ENVIRONMENT AND EDUCATIONAL GOALS 1 The Role o a Suppo i e In e pe sonal En i onmen and Educa ion-Rela ed Goal Mo i a ion Du ing he T ansi ion Beyond Uppe Seconda y Educa ion Ka i Vasalampi1, Noona Kiu u1, and Ka a iina Salmela-A o2 1Uni e si y o Jy äskylä 2Uni e si y o Helsinki Au ho no e Ka i Vasalampi and Noona Kiu u, Uni e si y o Jy äskylä, P.O. Box 35, 40014 Uni e si y o Jy äskylä, Finland. Ka a iina Salmela-A o, Uni e si y o Helsinki, P. O. Box 9, 00014 Uni e si y o Helsinki, Finland. This s udy was suppo ed by g an s om he Academy o Finland (No. 299 506 and 308 351). Co espondence conce ning his a icle should be add essed o Ka i Vasalampi, Depa men o Psychology, Uni e si y o Jy äskylä, P.O. Box 35, 40014 Uni e si y o Jy äskylä, Finland. Elec onic mail may be sen o ka i. asalampi@jyu. i, elephone numbe : +(358) 40- 805-4126. INTERPERSONAL ENVIRONMENT AND EDUCATIONAL GOALS 2 The Role o a Suppo i e In e pe sonal En i onmen and Educa ion-Rela ed Goal Mo i a ion Du ing he T ansi ion Beyond Uppe Seconda y Educa ion Abs ac This longi udinal s udy in es iga ed he ole o pa en s and pee s as well as o educa ion- ela ed goal mo i a ion du ing educa ional ansi ioning in la e adolescence. The sample consis ed o 1,520 uppe seconda y educa ion s uden s a ending ei he academic o oca ional uppe seconda y school in Finland. They we e su eyed h ee imes: (1) in he i s yea o hei uppe seconda y educa ion, 2) in he second yea o hei uppe seconda y educa ion, and (3) wo yea s la e . The esul s show, i s , ha when s uden s in uppe seconda y educa ion pu sued hei educa ional goals ou o au onomous mo i a ion hey also in es ed mo e e o in hei goals, which was e lec ed in high le els o goal p og ess. High goal p og ess, in u n, was ela ed o high le els o school sa is ac ion, whe eas low goal p og ess was associa ed wi h he in en ion o d op ou o school. By con as , con olled mo i a ion was associa ed nei he wi h goal e o o goal p og ess in educa ional goals. Second, di e en in e pe sonal en i onmen s played unique and di e en oles in adolescen s’ educa ional goals. While mo he s’ a ec i e wa m h and in ol emen pa icula ly enhanced adolescen s’ au onomous mo i a ion, a he s’ a ec i e suppo di ec ly p edic ed high le els o school sa is ac ion and low in en ions o d op ou o uppe seconda y school. The ole o pee accep ance (measu ed using a sociome ic p ocedu e) was wo old: i was ela ed o high au onomous mo i a ion in adolescen s’ educa ional goals, and i also di ec ly p edic ed adolescen s’ sa is ac ion wi h hei chosen educa ional ack. The in en ion o d op ou o school is an impo an wa ning signal o la e ac ually d opping ou . Addi ional INTERPERSONAL ENVIRONMENT AND EDUCATIONAL GOALS 3 analyses showed ha he less adolescen s had he in en ion o d op ou o uppe seconda y school, he mo e likely hey we e o be success ul in dealing wi h he educa ional ansi ion om uppe seconda y school o u he educa ion o employmen . Keywo ds: educa ional goal, educa ional ansi ion, in en ion o d op ou , school sa is ac ion, goal a ainmen INTERPERSONAL ENVIRONMENT AND EDUCATIONAL GOALS 4 The Role o a Suppo i e In e pe sonal En i onmen and Educa ion-Rela ed Goal Mo i a ion Du ing he T ansi ion Beyond Uppe Seconda y Educa ion Du ing hei school yea s, adolescen s ace se e al school- ela ed ansi ions, such as he ansi ion om lowe seconda y o uppe seconda y educa ion, o om uppe seconda y o u he s udies. T ansi ions a e c i ical junc u es in which bo h mo i a ional and in e pe sonal ac o s a e likely o play a c ucial ole. Fi s , adolescen s’ own educa ion- ela ed goal mo i a ion has been shown o play an impo an ole in hei success in ully dealing wi h hese ansi ions (e.g., Eccles, 2005; Haase, Heckhausen, & Silbe eisen, 2011; Salmela- A o & Nu mi, 1997a; Vasalampi, Nu mi, Jokisaa i, & Salmela-A o, 2012; Vasalampi, Salmela-A o, & Nu mi, 2009). Second, sel -de e mina ion heo y (SDT) sugges s ha one’s mo i a ion is channelled by signi ican o he s (Deci & Ryan, 2000)). In he ou -yea longi udinal s udy we p esen he e, we examined he ole o suppo i e pa en and pee ela ionships in: a) Finnish adolescen s’ mo i a ion conce ning hei educa ion- ela ed goals, and b) in hei success in dealing wi h he ansi ion o u he s udies o wo king li e ollowing hei uppe seconda y educa ion (see Figu e 1). In Finland, his is one o he mos demanding educa ional ansi ions and one ha has a signi ican impac on indi iduals’ la e li e. Educa ional Goal Mo i a ion Acco ding o SDT (Deci & Ryan, 1985), he mo i a ion unde lying pe sonal goals a ies depending on he easons o pu suing hese goals. Goals ha a e based on au onomous mo i a ion e lec pe sonal in e es s and alues. By con as , con olled mo i a ion occu s when a goal is adop ed because o social p essu e (i.e., an indi idual is doing some hing because o he s wan o expec him/he o) o in e nal p essu e (i.e., an indi idual is doing some hing o a oid eelings o shame/guil o o gain eelings o p ide/sel -es eem). Thus, a s uden who applies o become a medical doc o because he/she inds he medical p o ession INTERPERSONAL ENVIRONMENT AND EDUCATIONAL GOALS 5 o be an in e es ing and impo an occupa ion chooses his/he educa ional goal o au onomous easons. Compa a i ely, a s uden who does so only because i is a highly alued p o ession in his/he amily, chooses his/he educa ional goal o con olled easons. Au onomous mo i a ion has been shown o be impo an o success ul goal a ainmen because i p omo es e o in pu suing he goal, which hen leads o high goal p og ess (Sheldon, 2002; Sheldon & Ellio , 1998, 1999; Sheldon & Kasse , 1998). P og ess in a pe sonal goal con ibu es o goal a ainmen (Nu mi, Salmela-A o, & Koi is o, 2002; Wiese & F eund, 2005) and has been ound o ha e a di ec e ec on adjus men (Sheldon & House -Ma ko, 2001; Sheldon & Kasse , 1998; Sko iko , 2006). Fo example, Sheldon and Ellio (1999) ound, in hei semes e -long s udy, ha adolescen s who began hei semes e wi h goals ha ma ched hei implici alues and in e es s (i.e., he goals we e based on au onomous mo i a ion) in es ed mo e e o in hese goals du ing he semes e and we e less likely o gi e up hei goals han hose wi h goals mo i a ed by con ol. As a esul , au onomously mo i a ed indi iduals a ained hei goals mo e eadily and his led o hei inc eased adjus men (see also Ke onen, Die ich, Moelle , Salmela-A o, & Lonka, 2018). Con olled mo i a ion in pe sonal goals is ins ead conside ed po en ially p oblema ic, because wi h his ype o mo i a ion people’s goals a e no connec ed o hei deepe alues and in e es s and may he e o e ail o ac i a e hei inne sou ce o ene gy (Sheldon & Ellio , 1998; Sheldon, 2002). Thus, al hough con olled mo i a ion may also o m a p elimina y sense o commi men , indi iduals can ha e p oblems in ansla ing hese goals in o ac ion (Gollwi ze , 1996; Sheldon, 2002; Sheldon & Ellio , 1998). This was e idenced, o example, in h ee s udies by Koes ne and colleagues (2008), which examined he ole o au onomous and con olled mo i a ion in academic, leisu e and weigh -loss goals. All o hese s udies showed ha con olled mo i a ion is less likely o lead o p og ess in he goals, whe eas au onomous mo i a ion acili a ed goal p og ess in all o hese goals. INTERPERSONAL ENVIRONMENT AND EDUCATIONAL GOALS 6 Au onomous mo i a ion may be especially bene icial in a aining an educa ion- ela ed goal ha can only be achie ed by ha d wo k (Locke & La ham, 2002). Empi ical e idence o his was p o ided by Laza ides, Vilja an a, Ran a and Salmela-A o (2017), who showed ha adolescen s s udying du ing he educa ional ansi ion om lowe seconda y o uppe seconda y educa ion whose goal o ien a ion was mas e y (i.e., s udying o lea ning and unde s anding) in es ed e o and alued school a e he ansi ion. Simila ly, Vasalampi and colleagues (2009; see also Vasalampi e al., 2012) showed ha when uppe seconda y school s uden s pu sued hei educa ion- ela ed goal ou o au onomous mo i a ion, hey in es ed mo e e o in hei goal, and his was e lec ed in he high le el o goal p og ess. Goal p og ess, in u n, p edic ed a high le el o school engagemen du ing uppe seconda y school and, subsequen ly, success in he educa ional ansi ion beyond uppe seconda y school (i.e., hese s uden s we e mo e likely o pu sue u he educa ion igh a e uppe seconda y school). By con as , Valle and and Bissonne e (1992; see also Black & Deci, 2000) showed ha college s uden s who d opped ou du ing he school yea had signi ican ly lowe sco es in au onomous mo i a ion han did hose who did no d op ou . Howe e , despi e hese ansi ions being c i ical junc u es in which mo i a ional ac o s may play an impo an ole (Salmela-A o, 2009), only a ew a emp s ha e been made o in es iga e hese mo i a ional p ocesses sys ema ically by using longi udinal da a du ing educa ional ansi ioning. Vasalampi and colleagues (2009) s udied he ole o au onomous mo i a ion, goal e o and goal p og ess du ing he educa ional ansi ion beyond uppe seconda y school (i.e., academic ack) and he ansi ion o uni e si y (Vasalampi e al., 2012). The esul s showed he impo ance o au onomous mo i a ion in goal e o and goal p og ess, bu he au ho s did no sepa a ely examine he ole o con olled goal mo i a ion e sus au onomous mo i a ion. The p esen esea ch expands hese s udies by sepa a ely examining bo h ypes o goal mo i a ion. INTERPERSONAL ENVIRONMENT AND EDUCATIONAL GOALS 7 This esea ch explo es, i s , he ole o au onomous and con olled mo i a ion, goal e o and goal p og ess in s uden s’ school sa is ac ion and in en ions o d opping ou du ing hei uppe seconda y educa ion. Second, we examined he ole o hese a iables in ega d o he deg ee o success in dealing wi h educa ional ansi ion om uppe seconda y school o u he educa ion o employmen . The success in ansi ioning was in es iga ed wi h a ou - poin scale documen ing each s uden ’s cu en si ua ion and sa is ac ion wi h hei educa ional choice sho ly a e hei uppe seconda y educa ion. One end o he scale was “op imally success ul,” ha is, hese s uden s had comple ed hei uppe seconda y educa ion in he h ee no ma i e yea s and subsequen ly pu sued highe educa ion o ob ained a ele an job a e g adua ing om uppe seconda y school (academic o oca ional) and indica ed no plans o change o qui hei p esen s udies/job. In con as , he o he end was de ined as “unsuccess ul” i s uden s had no comple ed an uppe seconda y quali ica ion in he h ee no ma i e yea s. The scale was based on ea lie s udies abou school- o-wo k ansi ions (e.g., Pinqua , Juang, & Silbe eisen, 2003; o a e iew, see McKee-Ryan & Ha ey, 2011) and educa ional ansi ions (e.g., Vasalampi e al., 2009). In e pe sonal En i onmen and Educa ional Goals Adolescen s ypically do no ace challenging educa ional ansi ions on hei own, bu hey ask o ad ice om and discuss oppo uni ies wi h hei signi ican o he s. The li e-span model o mo i a ion (Nu mi, 2004; Salmela-A o, 2009) sugges s ha , besides one’s own belie s and mo i a ion, an indi idual’s goals du ing c i ical ansi ions a e also in luenced by he pe cep ions, a i udes and expec a ions o his/he signi ican o he s. Thus, a ec i e suppo om one’s in e pe sonal en i onmen du ing challenging educa ional ansi ions can be a c i ical esou ce o adolescen s (see also, e.g., Gniewosz, Eccles, & Noack, 2012). Pa icula ly he impo ance o pa en s and pee s as pa o a s uden ’s in e pe sonal en i onmen in luencing his/he choices ha e been emphasized (see, e.g., Nu mi, 2004). This INTERPERSONAL ENVIRONMENT AND EDUCATIONAL GOALS 14 Ha ey, 2011). Second, a mo a o ium o delay in uppe seconda y school s udies can ha e a nega i e e ec on o he ansi ions in young people’s li es (see, e.g., Nu mi, 2004). Me hods Pa icipan s This s udy is pa o he ongoing XX longi udinal s udy (au ho s emo ed o e iew pu poses, 2003–) ha examines li e planning, mo i a ion and school ansi ions om middle adolescence o adul hood. A he beginning o he longi udinal s udy, he pa icipan s we e lowe seconda y school s uden s (15-yea -olds) in G ade 9 acing he ansi ion o pos - compulso y educa ion. A e he ansi ion, hese s uden s and all o hei classma es answe ed ques ionnai es du ing hei i s and second yea in uppe seconda y educa ion (academic o oca ional), as well as igh a e hei uppe seconda y educa ion ( ou yea s a e lowe seconda y school). All s uden s a ended school in he same communi y in Cen al Finland. Fo he p esen s udy, we used he da a collec ed when he pa icipan s we e in uppe seconda y school. A he beginning o ou s udy, he pa icipan s we e 16 yea s old and a ending ei he an academic o oca ional uppe seconda y school. They we e su eyed h ee imes: (1) in he i s yea o uppe seconda y school, (2) in he second yea o uppe seconda y school, and (3) wo yea s a e he second measu emen poin when he pa icipan s should ha e comple ed he ansi ion om seconda y school o ei he u he s udies o wo king li e. A he i s measu emen poin , 1,520 (712 gi ls and 808 boys) s uden s pa icipa ed in he s udy, and a he second measu emen poin , 1,017 (500 gi ls, 517 boys) joined. Six hund ed eigh y- i e o he s uden s (45.1%) ep esen ed i e di e en academic uppe seconda y schools, and 835 (54.9%) ep esen ed ou di e en oca ional uppe seconda y schools. A he hi d measu emen poin , 494 (265 gi ls, 229 boys) s uden s pa icipa ed in he s udy. The small numbe o pa icipan s a he hi d measu emen poin INTERPERSONAL ENVIRONMENT AND EDUCATIONAL GOALS 15 was due o he ac ha only he pa icipan s who had al eady been ollowed since G ade 9 we e also assessed a e hei uppe seconda y educa ion. Analyses we e conduc ed o compa e hose s uden s who pa icipa ed in all measu emen s wi h hose who did no wi h espec o ou key a iables. The esul s o he - es e ealed ha hese g oups did no di e in pee accep ance, pa en s’ suppo , au onomous and con olled mo i a ion, school sa is ac ion o hei in en ion o d op ou o school du ing hei uppe seconda y educa ion. Howe e , hey did di e in goal e o , goal p og ess and he ou come o he educa ional ansi ion a e hei uppe seconda y educa ion; hose s uden s who pa icipa ed a all measu emen imes in es ed mo e e o [ (420) = −2.72, p = .007, Cohen’s d = −0.29], p og essed be e in hei educa ional goals [ (420) = −2.92, p = .004, Cohen’s d = −0.31], and we e mo e success ul in hei educa ional ansi ion a e uppe seconda y school han we e hose who did no pa icipa e [ (492) = −2.15, p = .032, Cohen’s d = −0.20]. Measu es Pee accep ance (T1). Pee accep ance was measu ed using a sociome ic p ocedu e a he i s measu emen ime. The le el o pee accep ance was ep esen ed by he numbe o posi i e nomina ions each adolescen ecei ed, s anda dized by school size. Each s uden was able o eely name a maximum o h ee classma es ( om he en i e coho in hei school) wi h whom hey would mos like o spend ime in school. Sociome ic nomina ions ha e been shown o yield alid, s able and eliable assessmen s o pee accep ance du ing childhood (Bukowski, Cillessen, & Velasquez, 2012). Pe cei ed pa en al a ec i e suppo (T1). Ma e nal and pa e nal suppo we e measu ed a he i s measu emen ime wi h a Finnish e sion (Aunola & Nu mi, 2004) o he Child Rea ing P ac ices Repo (Robe s, Block, & Block, 1984). The assessmen e e s o he ex en o which pa en s show a ec i e wa m h, accep ance, and in ol emen . INTERPERSONAL ENVIRONMENT AND EDUCATIONAL GOALS 16 Adolescen s we e asked o a e he ma e nal and pa e nal a ec i e suppo hey ecei ed wi h nine i ems (e.g., My mo he / a he o en shows me how much he/she app ecia es he ac ha I y o do o achie e some hing; My mo he / a he espec s my opinion; My mo he / a he o en shows ha she/he lo es me). I ems we e a ed on a scale anging om 1 (no a all) o 7 (comple ely). I ems we e a e aged o c ea e he subscale sco e o ma e nal suppo (α = .91) and pa e nal suppo (α = .93). Au onomous and con olled mo i a ion, goal e o , and goal p og ess (T2). Fi s , a he second measu emen ime, adolescen s we e asked o name one pe sonal goal ela ed o hei educa ion, u u e ca ee o occupa ion by answe ing an open-ended ques ion (“Please s a e one pe sonal goal ela ed o you educa ion, u u e ca ee , o occupa ion”; Nu mi, Salmela-A o, & Koi is o, 2002; Salmela-A o & Nu mi, 1997a). Second, he pa icipan s we e eques ed o a e his educa ional goal in ela ion o eigh app aisal i ems by using a se en-poin scale anging om 1 (no a all o his eason) o 7 (comple ely o his eason). These i ems e lec ed he ollowing: (1) au onomous mo i a ion ( h ee i ems, How impo an is his goal o you? Why a e you ying o ca y ou his goal—because you enjoy ca ying i ou and you a e in e es ed in i ? –because you eally belie e i is an impo an goal?; (2) con olled goal mo i a ion ( wo i ems, Why a e you ying o ca y ou his goal—because someone else wan s you o o because he si ua ion equi es i ? –because you would eel ashamed, guil y o anxious i you would no ?); (3) goal e o ( wo i ems, How much ime and e o ha e you spen on his goal? To wha ex en ha e you wo ked o you goal?); and (4) goal p og ess (one i em, To wha ex en ha e you p og essed owa d achie ing his goal?). The C onbach’s alpha eliabili ies o hese scales we e .63 o au onomous goal mo i a ion, .63 o con olled goal mo i a ion, and .89 o goal e o . School sa is ac ion (T2). In he second yea o uppe seconda y school (second measu emen ime), academic o oca ional, s uden s’ school sa is ac ion was examined wi h INTERPERSONAL ENVIRONMENT AND EDUCATIONAL GOALS 17 ou i ems (e.g., A e you sa is ied wi h you cu en o m o educa ion?). The i ems we e a ed on a i e-poin scale anging om 1 (no a all) o 5 ( e y much), and a mean sum sco e was calcula ed o all ou i ems. The C onbach’s alpha eliabili y o he scale was .87. In en ion o d op ou o school (T2). In he second yea o uppe seconda y school (second measu emen ime), academic o oca ional, adolescen s’ in en ion o d op ou o school was measu ed wi h wo i ems (e.g., Ha e you conside ed changing you school o ield o s udy and qui ing he cu en one?). The i ems we e a ed on a ou -poin scale anging om 1 (no a all) o 4 ( e y o en). The C onbach’s alpha eliabili y o his scale was .78. Success ul ansi ion (T3). Success in educa ional ansi ion was assessed a he hi d measu emen ime wi h a a iable ha indica ed whe he he pa icipan s we e able o comple e an uppe seconda y quali ica ion (i.e., an uppe seconda y school o oca ional school quali ica ion in he h ee no ma i e yea s) and whe he hey we e sa is ied wi h hei educa ional choice. The ollowing ca ego ies we e c ea ed: (1) did no comple e any uppe seconda y quali ica ion in he h ee no ma i e yea s (n = 29; 5.9%), (2) comple ed an uppe seconda y quali ica ion bu did no p og ess beyond (e.g., is unemployed and no s udying a he momen ; n = 120; 24.3%), (3) comple ed a oca ional o academic uppe seconda y quali ica ion bu is no sa is ied wi h his/he educa ion (i.e., may be s udying a he momen bu is s ill going o apply somewhe e else, o is wo king in a place ela ed o his/he comple ed deg ee bu is going o apply o u he s udies; n = 95; 19.2%), and (4) had a success ul ansi ion (e.g., is s udying u he and no going o apply anywhe e else, o is in a job ela ed o his/he comple ed deg ee and has no plans o change o qui he job a he momen ; n = 250; 50.6%). Socioeconomic s a us (con olled o a iable). The socioeconomic s a us o mo he s and a he was con olled o . Mo he s and a he s we e classi ied in o di e en INTERPERSONAL ENVIRONMENT AND EDUCATIONAL GOALS 18 socioeconomic s a us ca ego ies acco ding o hei occupa ions by using a s anda d classi ica ion sys em (Cen al S a is ical O ice o Finland, 1989). These classi ica ions we e coded as he ollowing o dinal socioeconomic ca ego ies: (1) blue-colla p o essions, such as manual labo (12% o mo he s and 34% o a he s); (2) lowe -le el whi e-colla p o essions, such as lowe -le el p o essional, manage ial o adminis a i e wo k (51% o mo he s and 17% o a he s); and (3) highe -le el whi e-colla p o essions, such as highe -le el p o essional, manage ial o adminis a i e wo k (23% o mo he s and 29% o a he s). All o he occupa ions we e coded as missing alues (14% o mo he s and 20% o a he s). S a is ical Analyses S a is ical analyses we e pe o med using he Mplus s a is ical package ( e sion 7; Mu hén & Mu hén, 1998–2017). The p opo ion o missing da a in he a iables a he i s and second measu emen ime (T1 and T2) anged om 16% o 34%. In u n, he p opo ion o missing da a a he hi d measu emen ime (T3) was 68%, because only he pa icipan s who had al eady been ollowed since G ade 9 we e also assessed a e hei uppe seconda y educa ion. Missing a Random (MAR), which is a weake condi ion o missing da a han Missing Comple ely a Random (MCAR), was expec ed. In he MAR si ua ion, missingness does no depend on he unmeasu ed a iables, bu i can depend on he alues o he obse ed a iables included in he analyses (Li le, 1988; Rubin, 1974). When MAR was expec ed, he pa ame e s o he models we e es ima ed using ull-in o ma ion maximum likelihood es ima ion wi h non-no mali y obus s anda d e o s (Mu hén & Mu hén, 1998–2017). The chi-squa e es (χ²), compa a i e i index (CFI), oo mean squa e e o o app oxima ion (RMSEA), and s anda dized oo mean squa e esidual (SRMR) we e used o e alua e he goodness-o - i o he es ima ed model. Indi ec pa hs om in e pe sonal en i onmen al a iables o ou come a iables ia mo i a ional a iables we e examined using he model indi ec command in Mplus. INTERPERSONAL ENVIRONMENT AND EDUCATIONAL GOALS 19 We an ou models o examine he ela ions be ween he s uden s’ in e pe sonal en i onmen , mo i a ional cons uc s, and educa ional ou comes (Figu e 1). In he i s model (Hypo heses 1a and 1b), we es ed he ela ions be ween he mo i a ional cons uc s (i.e., be ween au onomous and con olled mo i a ion, goal e o , and goal p og ess) wi h a simul aneous pa h model. In he second model, we es ed he ela ions be ween he in e pe sonal en i onmen and mo i a ional a iables wi h a ecu si e pa h model (Hypo hesis 2). In his model, pee accep ance as well as ma e nal and pa e nal suppo du ing he i s yea o uppe seconda y school p edic ed au onomous and con olled mo i a ion in he second yea . In he hi d model (Hypo heses 3a and 3b), educa ional ou comes in uppe seconda y school (i.e., school sa is ac ion and he in en ion o d op ou ) we e added o he model. The ou h model included addi ional analyses ha es ed whe he pee accep ance, au onomous mo i a ion, goal e o , goal p og ess, school sa is ac ion o in en ions o d op ou p edic ed success in he ansi ion beyond uppe seconda y school (Hypo hesis 4). Al hough models 1, 2 and 3 we e also pa o he inal model (model 4), hey we e un i s o ensu e ha he coe icien s o he pa hs would no change when inc easing he complexi y o he model. We also epo ed he esul s o each model o p o ide a clea pic u e o he ela ions be ween all o he assessed cons uc s. Resul s Rela ions Be ween Mo i a ional Cons uc s In he ollowing sec ion, he esul s a e epo ed in he o de ha he models we e un, as desc ibed in he analysis s a egy. The desc ip i e s a is ics o he a iables in he models a e p esen ed in Table 1. The i s s ep in ou analyses in ol ed examining he heo e ical model be ween all mo i a ional cons uc s. In model 1, goal e o was p edic ed by au onomous and con olled mo i a ion, and goal p og ess was p edic ed by goal e o INTERPERSONAL ENVIRONMENT AND EDUCATIONAL GOALS 20 (Figu e 1). The indi ec e ec s o au onomous and con olled mo i a ion on goal p og ess ia goal e o we e also es ed. The esul o he pa h model showed ha he o e all i o he model was excellen : χ²(2) = 9.45, p = .009; CFI = 0.99; RMSEA = 0.06; SRMR = 0.02. The esul s (p esen ed in Figu e 2) showed ha goal e o was signi ican ly p edic ed by au onomous mo i a ion, bu no by con olled mo i a ion. Fu he mo e, goal p og ess was signi ican ly p edic ed by goal e o . These indings we e also suppo ed by he indi ec model. The esul s o he indi ec model showed a signi ican associa ion (s anda dized indi ec e ec = .32, s.e. = 0.03, p < .001) be ween au onomous mo i a ion and goal p og ess ia goal e o . Con as ingly, he indi ec pa h om con olled mo i a ion o goal p og ess was non-signi ican (s anda dized indi ec e ec = −.03, s.e. = 0.02, p > .05). P edic ing Mo i a ion wi h he Suppo i eness o he In e pe sonal En i onmen In he second s ep, we added he ac o o suppo i eness o he in e pe sonal en i onmen (i.e., mo he ’s suppo , a he ’s suppo , and pee accep ance) o he model as an an eceden o goal mo i a ion. Mo e speci ically, au onomous and con olled mo i a ion we e p edic ed by pee accep ance and bo h mo he s’ and a he s’ a ec i e suppo i eness. Goal e o , in u n, was p edic ed by au onomous mo i a ion, and goal p og ess by goal e o (Figu e 1). The esul s o he pa h model 2 showed ha he o e all i was good, once again: χ²(14) = 32.13, p = .004; CFI = 0.98; RMSEA = 0.03; SRMR = 0.04. The esul s (Figu e 2) indica ed ha mo he s’ suppo played a ole in adolescen s’ mo i a ion. Mo he s’ high suppo i eness was signi ican ly ela ed o adolescen s’ high au onomous mo i a ion o hei educa ional goals, whe eas mo he s’ low suppo was associa ed wi h high con olled mo i a ion. Fu he mo e, pee accep ance was s a is ically signi ican ly ela ed o high au onomous mo i a ion in adolescen s’ educa ional goal pu sui . These esul s we e also INTERPERSONAL ENVIRONMENT AND EDUCATIONAL GOALS 21 suppo ed by he indi ec model. S a is ically signi ican unique indi ec pa hs we e obse ed om mo he s’ suppo (s anda dized indi ec e ec = .04, s.e. = 0.01, p < .001), as well as om pee accep ance (s anda dized indi ec e ec = .02, s.e. = 0.01, p = .03), ia au onomous mo i a ion and goal e o o goal p og ess. Fa he s’ suppo , in u n, was nei he ela ed o adolescen s’ au onomous mo i a ion no o con olled mo i a ion. In o he wo ds, a e mo he s’ suppo was con olled o , a he s, on hei own, we e ound no o ha e a unique e ec on adolescen s’ mo i a ion. School Sa is ac ion and he In en ion o D op Ou o Uppe Seconda y School Nex , as a hi d s ep, we added a iables o school sa is ac ion and he in en ion o d op ou o uppe seconda y school o he model as possible ou come a iables (see Figu e 1). The i o he model 3 was accep able: χ²(20) = 67.75, p < .001; CFI = 0.96; RMSEA = 0.04; SRMR = 0.05. Howe e , o i he model o he da a as p esen ed abo e, a di ec pa h om au onomous mo i a ion o school sa is ac ion had o be added. The esul s (Figu e 2) showed, i s , ha educa ion- ela ed goal mo i a ion was s ongly ela ed o adolescen s’ sa is ac ion wi h hei educa ional choice (Figu e 2). High au onomous mo i a ion and high goal p og ess we e ela ed o high school sa is ac ion, whe eas low goal p og ess was ela ed o he in en ion o d op ou o uppe seconda y school. Second, pa en s had di e en oles in his p ocess. Fa he s’ high suppo i eness was signi ican ly ela ed o adolescen s’ high le els o school sa is ac ion and o low in en ions o d opping ou . Con as ingly, mo he s’ high suppo was no ela ed o ei he o hese ou come a iables, bu he indi ec model indica ed a weak indi ec e ec o mo he s’ suppo on high le els o school sa is ac ion ia mo i a ional a iables (s anda dized indi ec e ec = .01, s.e. = 0.01, p < .001) and low in en ions o d opping ou (s anda dized indi ec e ec = −.007, s.e. = 0.003, p = .002). Thi d, pee accep ance also played a ole in adolescen s’ sa is ac ion wi h hei educa ional ack. High pee accep ance was ela ed o adolescen s’ school sa is ac ion as well as o low INTERPERSONAL ENVIRONMENT AND EDUCATIONAL GOALS 22 in en ions o d opping ou . The indi ec e ec model showed ha he e ec o pee accep ance was also pa ly media ed by mo i a ion leading o g ea e school sa is ac ion (s anda dized indi ec e ec = .004, s.e. = 0.001, p = .04) and o lowe in en ions o d opping ou (s anda dized indi ec e ec = −.003, s.e. = 0.001, p = .05). All oge he , hese esul s indica e ha bo h au onomous mo i a ion and he suppo i eness o he in e pe sonal en i onmen a e signi ican de e minan s o adolescen s’ sa is ac ion wi h hei educa ional choice. Adolescen s’ p og ess in hei educa ional goals was e lec ed in hei high le els o school sa is ac ion and low in en ion o d op ou o uppe seconda y school. Fu he mo e, pee accep ance and high le els o a he s’ suppo we e pa icula ly associa ed wi h school sa is ac ion and low in en ions o d opping ou o school, whe eas mo he s’ suppo had only a small in luence ia adolescen s’ mo i a ion. Success ul T ansi ion Beyond Uppe Seconda y Educa ion In he las s ep, we used addi ional analyses o examine whe he adolescen s’ in e pe sonal en i onmen , mo i a ion and sa is ac ion wi h hei educa ional choice would p edic hei success in hei educa ional ansi ion beyond uppe seconda y school. We examined whe he he s uden s comple ed hei uppe seconda y educa ion in he h ee no ma i e yea s and subsequen ly sea ched o and pu sued highe educa ion o ob ained a ele an job, ha is, a e g adua ing om uppe seconda y school (academic o oca ional) wi h a sense o sa is ac ion. Thus, we added a success ul educa ional ansi ion a iable as an ou come a iable o he model (see Figu e 1). The model i was accep able: χ²(23) = 81.40, p < .001; CFI = 0.96; TLI = 0.92; RMSEA = 0.04; SRMR = 0.05. The esul s (Figu e 2) showed ha low in en ions o d opping ou o uppe seconda y school p edic ed success ul educa ional ansi ioning beyond uppe seconda y school. Thus, he less adolescen s had he in en ion o d op ou o uppe seconda y school, he mo e likely hey we e o ha e a success ul educa ional ansi ion beyond hei uppe seconda y educa ion. INTERPERSONAL ENVIRONMENT AND EDUCATIONAL GOALS 23 O he di ec e ec s on success ul educa ional ansi ioning we e no ound; ha is, pee accep ance, ma e nal o pa e nal suppo , and s uden s’ mo i a ional cha ac e is ics o school sa is ac ion did no di ec ly p edic s uden s’ success in he ansi ion a e con olling o he o he p edic o s in he model. Howe e , some signi ican indi ec e ec s ia d op-ou in en ions we e de ec ed. Fi s , goal p og ess p edic ed success ul ansi ioning ia he in en ion o d op ou (s anda dized indi ec e ec = .04, s.e. = 0.02, p = .01). Also, signi ican indi ec e ec o a he s’ suppo on success ul ansi ioning ia he in en ion o d op ou (s anda dized indi ec e ec = .04, s.e. = 0.02, p = .02) was ound. Fu he mo e, a weak bu signi ican indi ec e ec was ound also o mo he s’ suppo on success ul ansi ioning ia mo i a ional a iables and ia in en ions o d opping ou (s anda dized indi ec e ec = .002, s.e. = 0.001, p = .02). In addi ion, he indi ec e ec o pee accep ance ia he in en ion o d op ou was nea ly signi ican (s anda dized indi ec e ec = .02, s.e. = 0.008, p = .053). O he indi ec e ec s we e no ound. Discussion Inspi ed by SDT his s udy examined he ex en o which a ec i e suppo om mo he s and a he s as well as pee s’ accep ance se e as an eceden s o au onomous and con olled mo i a ion in adolescen s’ educa ional goals, and, u he mo e, whe he hese ac o s a e associa ed wi h he s uden s’ sa is ac ion wi h hei educa ional ack and hei deg ee o success in educa ional ansi ioning beyond uppe seconda y school (e.g., whe he o no he s uden s comple ed an uppe seconda y educa ion, academic o oca ional, and con inued s udying he ea e , and/o s a ed wo king, and whe he hey we e sa is ied wi h hei choice). The esul s indica ed ha adolescen s’ own indi idual mo i a ional p ocess plays an impo an ole in whe he hey a ain hei educa ional goals. 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