Hostname: page-component-76fb5796d-wq484 Total loading time: 0 Render date: 2024-04-25T11:35:21.764Z Has data issue: false hasContentIssue false
  • English
  • Français

Psychological and Social Adjustment as Antecedents of High School Students’ Future Expectations

Published online by Cambridge University Press:  19 March 2020

Laura Verdugo Open the ORCID record for Laura Verdugo [Opens in a new window]  and
Yolanda Sánchez-Sandoval Open the ORCID record for Yolanda Sánchez-Sandoval [Opens in a new window]
Laura Verdugo
Affiliation:
Department of Psychology, University of Cádiz, Spain
Yolanda Sánchez-Sandoval*
Affiliation:
Department of Psychology, University of Cádiz, Spain
*
Address for correspondence: Yolanda Sánchez-Sandoval, Department of Psychology, Faculty of Educational Sciences, University of Cádiz, Avenida República Saharaui, s/n, 11519 Puerto Real (Cádiz), Spain. Email: yolanda.sanchez@uca.es
Get access

Abstract

This study examines the association between psychosocial adjustment and future expectations in early adolescence. This research tries to fill some gaps in the literature on how current adjustment might be an antecedent of early adolescents’ future expectations. Participants were 781 students (mean age = 12.37 years). Data were collected in 11 schools. The results revealed statistically significant correlations between self-esteem, life satisfaction, self-efficacy, emotional and behavioural problems, educational and social adjustment, and future expectations. The structural equation model confirmed a positive relation between psychosocial adjustment and these adolescents’ future expectations. The main contribution of this research is to further our comprehension of the development of adolescents’ future expectations and the way in which psychosocial adjustment has an impact on such development. Future expectations are an important protective factor for healthy development in adolescence, as thinking about the future motivates everyday behaviour and influences choices, decisions and future activities.

Keywords

future expectationsself-perceptionspsychological adjustmentschool adjustmentsocial preference
Type
Articles
Information
Journal of Psychologists and Counsellors in Schools , Volume 32 , Issue 1 , June 2022 , pp. 39 - 53
Check for updates
Copyright
© The Author(s) 2020. Published by Cambridge University Press

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Achenbach, T.M. (1991). Manual for the Youth Self-Report and 1991 Profiles. Burlington, VT: University of Vermont, Department of Psychiatry.Google Scholar
American Psychological Association (2015). Annual Report of the American Psychological Association 2014. American Psychologist, 5, S1–S48.Google Scholar
Baessler, J., & Schwarcer, R. (1996). Evaluación de la autoeficacia: Adaptación española de la escala de Autoeficacia General. Ansiedad y Estrés, 2, 1–8.Google Scholar
Becker, B.E., & Luthar, S.S. (2002). Social-emotional factors affecting achievement outcomes among disadvantaged students: Closing the achievement gap. Educational Psychologist, 37, 197–214.CrossRefGoogle ScholarPubMed
Bentler, P.M. (2005). EQS. Structural equations program manual. Encino, CA: Multivariate Software.Google Scholar
Bolland, J.M. (2003). Hopelessness and risk behaviour among adolescents living in high poverty inner-city neighborhoods. Journal of Adolescence, 26, 145–158.CrossRefGoogle Scholar
Boniwell, I., & Zimbardo, P.G. (2004). Balancing one’s time perspective in pursuit of optimal functioning. In Linley, P.A. & Joseph, S. (Eds.), Positive psychology in practice (pp. 165–180). Hoboken, NJ: Wiley.CrossRefGoogle Scholar
Bronfenbrenner, U. (1979). The ecology of human development. Cambridge, MA: Harvard University Press.Google Scholar
Buday, S.K., Stake, J.E., & Peterson, Z.D. (2012). Gender and the choice of a science career: The impact of social support and possible selves. Sex Roles, 66, 197–209.CrossRefGoogle Scholar
Casas Aznar, F., Buxarrais Estrada, M.R., González Carrasco, M., Tey Teijón, A., Noguera Pigem, E., Rodríguez Rodríguez, J.M., & Figuer Ramírez, C. (2004). Los valores y su influencia en la satisfacción vital de los adolescentes entre los 12 y los 16 años: Estudio de algunos correlatos. Apuntes de Psicología, 22, 3–23.Google Scholar
Castro, A., & Sánchez-López, M. (2000). Objetivos de vida y satisfacción autopercibida en estudiantes universitarios. Psicothema, 12, 87–92.Google Scholar
Catalano, R.F., Berglund, M.L., Ryan, J.A.M., Lonczak, H.S., & Hawkins, J.D. (2004). Positive youth development in the United States: Research findings on evaluations of positive youth development programs. The Annals of the American Academy of Political and Social Science, 591, 98–124.CrossRefGoogle Scholar
Cava, M.J., & Musitu, G. (1999). Percepción del profesor y estatus sociométrico en el grupo de iguales. Información Psicológica, 71, 60–65.Google Scholar
Chen, P., & Vazsonyi, A.T. (2013). Future orientation, school contexts, and problem behaviors: A multilevel study. Journal of Youth and Adolescence, 42, 67–81.CrossRefGoogle ScholarPubMed
Coie, J.D., & Dodge, K.A. (1983). Continuities and changes in children’s social status: A five-year longitudinal study. Merrill-Palmer Quarterly, 29, 261–281.Google Scholar
Dubow, E.F., Arnett, M., Smith, K., & Ippolito, M.F. (2001). Predictors of future expectations of inner-city children: A 9-month prospective study. Journal of Early Adolescence, 21, 5–28.CrossRefGoogle Scholar
Dutra-Thomé, L., Koller, S.H., McWhirter, E.H., & McWhirter, B. (2015). Application of the Future Expectation Scale for Adolescents (FESA) in Brazil. Psicologia: Reflexão e Crítica, 28, 331–339.Google Scholar
Estaún, S. (1996). La dimensión temporal en el anciano: la perspectiva temporal. In Sáez, N., Rubio, R., & Dosil, A. (Eds.), Tratado de Psicogerontología (pp. 167–187). Valencia, Spain: Promolibro.Google Scholar
Fleming, C., Woods, C., & Barkin, S. (2006). Career goals in the high risk adolescent. Clinical Pediatrics, 45, 757–764.CrossRefGoogle ScholarPubMed
Galicia-Moyeda, I.X., Sánchez-Velasco, A., & Robles-Ojeda, F.J. (2013). Autoeficacia en escolares adolescentes: Su relación con la depresión, el rendimiento académico y las relaciones familiares. Anales de Psicología, 29, 491–500.CrossRefGoogle Scholar
Galindez, E., & Casas, F. (2010). Adaptación y validación de la Students’ Life Satisfaction Scale (SLSS) con adolescentes. Estudios de Psicología, 31, 79–87.CrossRefGoogle Scholar
Heckhausen, J., & Tomasik, M.J. (2002). Get an apprenticeship before school is out: How German adolescents adjust vocational aspirations when getting close to a developmental deadline. Journal of Vocational Behavior, 60, 199–219.CrossRefGoogle Scholar
Hicks, D., & Holden, C. (1995). Visions of the future: Why we need to teach for tomorrow. Stoke-on-Trent, UK: Trentham.Google Scholar
Hu, L., & Bentler, P.M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1–55.CrossRefGoogle Scholar
INJUVE. (2016). Informe Juventud en España 2016. Madrid: Instituto de la Juventud. Ministerio de Sanidad, Servicios Sociales e Igualdad.Google Scholar
Iovu, M.B. (2014). Adolescents’ Positive expectations and future worries on their transition to adulthood. Procedia - Social and Behavioral Sciences, 149, 433–437.CrossRefGoogle Scholar
Iovu, M.B., Hărăguş, P.T., & Roth, M. (2016). Constructing future expectations in adolescence: Relation to individual characteristics and ecological assets in family and friends. International Journal of Adolescence and Youth, 37, 339–366.Google Scholar
Jackman, D.M., & MacPhee, D. (2015). Self-esteem and future orientation predict adolescents’ risk engagement. Journal of Early Adolescence, 1–28.Google Scholar
Kandel, D.B., & Lesser, G.S. (1969). Parental and peer influence on educational plans of adolescents. American Sociological Review, 34, 213–223.CrossRefGoogle Scholar
Kaplan Toren, N. (2013). Multiple dimensions of parental involvement and its links to young adolescent self‐evaluation and academic achievement. Psychology in the Schools, 50, 634–649.CrossRefGoogle Scholar
Katra, G. (2002). Attributional style, self-esteem and future time perspective of adolescents. In Trempała, J. & Malmberg, L.E. (Eds.), Adolescents’ future-orientation. Theory and research (pp. 99–108). Frankfurt, Germany: Peter Lang.Google Scholar
Krannich, M., Goetz, T., Lipnevich, A.A., Bieg, M., Roos, A., Becker, E.S., & Morger, V. (2018). Being over- or underchallenged in class: Effects on students’ career aspirations via academic self-concept and boredom. Learning and Individual Differences, 69, 206–218.CrossRefGoogle Scholar
Laghi, F., Pallini, S., Baumgartner, E., & Baiocco, R. (2015). Parent and peer attachment relationships and time perspective in adolescence: Are they related to satisfaction with life? Time & Society, 25, 24–39.CrossRefGoogle Scholar
Lanz, M., & Rosnati, R. (2002). Adolescents’ and young adults’ construction of the future: Effects of family relations, self-esteem, and sense of coherence. In Trempała, J. & Malmberg, L.E. (Eds.), Adolescents’ future-orientation. Theory and research (pp. 17–34). Frankfurt am Main, Germany: Peter Lang.Google Scholar
Lerner, R.M. (2004). Liberty: Thriving and civic engagement among American youth. Thousand Oaks, CA: Sage.CrossRefGoogle Scholar
Lerner, R.M. (2009). The positive youth development perspective: Theoretical and empirical bases of a strengths-based approach to adolescent development. In Lopez, S.J. & Snyder, C.R. (Eds.): Oxford handbook of positive psychology (2nd ed, pp. 149–163). New York, NY: Oxford University Press.Google Scholar
Mackinnon, S.P. (2012). Perceived social support and academic achievement: Cross-lagged panel and bivariate growth curve analyses. Journal of Youth and Adolescence, 41, 474–485.CrossRefGoogle ScholarPubMed
Martín-Albo, J., Núñez, J.L., Navarro, J.G., & Grijalvo, F. (2007). The Rosenberg Self-Esteem Scale: Translation and validation in university students. The Spanish Journal of Psychology, 10, 458–467.CrossRefGoogle ScholarPubMed
Martínez Uribe, P. (2004). Perspectiva temporal futura y satisfacción con la vida a lo largo del ciclo vital [Unpublished doctoral thesis]. Universidad Autónoma de Barcelona, Bellaterra, Spain.Google Scholar
McWhirter, E.H., & McWhirter, B.T. (2008). Adolescent future expectations of work, education, family, and community development of a new measure. Youth & Society, 40, 182–202.CrossRefGoogle Scholar
Mello, Z.R., & Worrell, F.C. (2015). The past, the present, and the future: A conceptual model of time perspective in adolescence. In Stolarski, M., van Beek, W., & Fieulaine, N. (Eds), Time perspective theory: Review, research and application: Essays in Honor of Philip Zimbardo (pp. 115–129). Switzerland: Springer.Google Scholar
Mihai-Bogdan, I. (2013). Future expectations of senior high schoolers in Romania. International Journal of Adolescence and Youth, 20, 518–527.Google Scholar
Montoya, B., & Landero, R. (2008). Satisfacción con la vida y autoestima en jóvenes de familias monoparentales y biparentales. Psicología y Salud, 18, 117–122.Google Scholar
Nurmi, J.E. (1991). How do adolescents see their future? A review of the development of future orientation and planning. Developmental Review, 11, 1–59.CrossRefGoogle Scholar
Ortuño, V.E.C., & Vásquez Echeverría, A. (2013). Time perspective and self-esteem: Negative temporality affects the way we judge ourselves. Annales Universitatis Paedagogicae Cracoviensis, 6, 109–125.Google Scholar
Pavot, W., & Diener, E. (1993). Review of the Satisfaction with Life Scale. Psychological Assessment, 5, 164–172.CrossRefGoogle Scholar
Rice, P. (2000). Adolescencia: Desarrollo, relaciones y cultura. Madrid, Spain: Prentice Hall.Google Scholar
Robbins, R.N., & Bryan, A. (2004). Relationships between future orientation, impulsive sensation seeking, and risk behavior among adjudicated adolescents. Journal of Adolescent Research, 19, 428–445.CrossRefGoogle ScholarPubMed
Rodríguez Moreno, M.L. (2003). Cómo orientar hacia la construcción del proyecto profesional. Autonomía individual, sistema de valores e identidad laboral de los jóvenes. Bilbao, Spain: Desclée.Google Scholar
Rosenberg, A. (1965). Society and the adolescent self-image. Princeton, NJ: Princeton University Press.CrossRefGoogle Scholar
Roth, J.L., & Brooks-Gunn, J. (2003). What exactly is a youth development program? Answers from research and practice. Applied Developmental Science, 7, 94–111.CrossRefGoogle Scholar
Sánchez-Sandoval, Y., & Verdugo, L. (2016). Development and validation of the Adolescent Future Expectations Scale (EEFA). Anales de Psicología, 32, 545–554.CrossRefGoogle Scholar
Sanjuán Suárez, P., Pérez García, A.M., & Bermúdez Moreno, J. (2000). Escala de autoeficacia general: Datos psicométricos de la adaptación para población española. Psicothema, 12, 509–513.Google Scholar
Schmidt, C.J., Pierce, J., & Stoddard, S.A. (2016). The mediating effect of future expectations on the relationship between neighborhood context and adolescent bullying perpetration. Journal of Community Psychology, 44, 232–248.CrossRefGoogle Scholar
Seginer, R. (2008). Future orientation in times of threat and challenge: How resilient adolescents construct their future. International Journal of Behavioral Medicine, 32, 272–282.CrossRefGoogle Scholar
Seginer, R. (2009). Future orientation. developmental and ecological perspectives. New York, NY: Springer.Google Scholar
Seginer, R., & Shoyer, S. (2012). How mothers affect adolescents’ future orientation: A two-source analysis. Japanese Psychological Research, 54, 310–320.CrossRefGoogle Scholar
Sharp, E.H., & Coatsworth, J.D. (2012). Adolescent future orientation: The role of identity discovery in self-defining activities and context in two rural samples. Identity: An International Journal of Theory and Research, 12, 129–156.CrossRefGoogle Scholar
Sipsma, H.L., Ickovics, J.R., Lin, H., & Kershaw, T.S. (2012). Future expectations among adolescents: A latent class analysis. American Journal of Community Psychology, 50, 169–181.CrossRefGoogle ScholarPubMed
Snyder, C.R., Rand, K.L., & Sigmon, D.R. (2002). Hope theory: A member of the positive psychology family. In Snyder, C.R. & Lopez, S.J. (Eds.), Handbook of positive psychology (pp. 231–243). New York, NY: Oxford University Press.Google Scholar
Stoddard, S.A., & Pierce, J. (2015). Promoting positive future expectations during adolescence: The role of assets. American Journal of Community Psychology, 56, 332–341.CrossRefGoogle ScholarPubMed
Thompson, R., & Zuroff, D.C. (2010). My future self and me: Depressive styles and future expectations. Personality and Individual Differences, 48, 190–195.CrossRefGoogle Scholar
Trempala, J., & Malmberg, L.E. (Eds.). (2002). Adolescents’ future orientation. Theory and research. Frankfurt, Germany: Peter Lang.Google Scholar
Valley, M.F., Huebner, E.S., & Suldo, S.M. (2004). Further evaluation of the Children’s Hope Scale. Journal of Psychoeducational Assessment, 22, 320–337.CrossRefGoogle Scholar
Veenstra, R., Dijkstra, J.K., Steglich, C., & Van Zalk, M.H.W. (2013). Network behavior dynamics. Journal of Research on Adolescence, 23, 399–412.CrossRefGoogle Scholar
Verdugo, L., Freire, T., & Sánchez-Sandoval, Y. (2018). Understanding the connections between self-perceptions and future expectations: A study with Spanish and Portuguese early adolescents. Revista de Psicodidáctica, 23, 39–47.CrossRefGoogle Scholar
Wade, J. (2008). The ties that bind: Support from birth families and substitute families for young people leaving care. British Journal of Social Work, 38, 39–54.CrossRefGoogle Scholar
Wyman, P.A., Cowen, E.L., Work, W.C., & Kerley, J.H. (1993). The role of children’s future expectations in self-system functioning and adjustment to life stress: A prospective study of urban at-risk children. Development and Psychopathology, 5, 649–661.CrossRefGoogle Scholar