Please use this identifier to cite or link to this item: http://hdl.handle.net/11067/6354
Full metadata record
DC FieldValueLanguage
dc.contributor.authorMoreira, Paulo-
dc.contributor.authorFaria, Vânia-
dc.contributor.authorCunha, Diana-
dc.contributor.authorInman, Richard A.-
dc.date.accessioned2022-06-23T13:29:16Z-
dc.date.available2022-06-23T13:29:16Z-
dc.date.issued2020-
dc.identifier.citationMoreira, Paulo; Faria, Vânia ; Cunha, Diana ; Inman, Richard A.; Rocha, Magda (2020). Applying the transtheoretical model to adolescent academic performance using a person-centered approach : a latent cluster analysis, Learning and Individual Differences, Vol. 78, 2020, 101818.pt_PT
dc.identifier.issn1041-6080-
dc.identifier.urihttps://doi.org/10.1016/j.lindif.2019.101818.-
dc.identifier.urihttp://hdl.handle.net/11067/6354-
dc.descriptionThis document is the authors’ version of the final accepted manuscript, published in 2020 by Learning and Individual Differences. doi: 10.1016/j.lindif.2019.101818 <https://www.sciencedirect.com/science/article/pii/S1041608019301542>pt_PT
dc.descriptionCorrespondence concerning this article should be addressed to Prof. Paulo Moreira, Instituto de Psicologia e de Ciências da Educação, Universidade Lusíada, Rua de Moçambique 21 e 71, Porto 4100-348, Portugal. Email: paulomoreira@por.ulusiada.ptpt_PT
dc.description.abstractAccording to the transtheoretical model (TTM), intentional behavioral change to improve academic performance at school is a process that involves a progression through five discrete stages: precontemplation, contemplation, preparation, action, and maintenance. The current person-centered study assessed the emotional and sociocognitive characteristics of adolescent students (n = 343) with distinct academic performance stage of change profiles. Latent class analysis revealed five emergent groups. These groups mapped well onto the different academic performance stages of change: (1) students in a precontemplation stage; (2) students transitioning from precontemplation to contemplation; (3) students in a contemplation/preparation stage; (4) students in an action/maintenance stage; and (5) students outside the change process due to strong prior academic performances. In accordance with the TTM, group differences in personality, wellbeing, emotional/behavioral problems, learning approaches, and engagement with school indicated students in the more advanced stages of change had more adaptive psychological resources.pt_PT
dc.language.isoengpt_PT
dc.publisherScienceDirectpt_PT
dc.relationFCT PTDC/MHC-CED/2224/2014 ; UID/PSI/04375/2016pt_PT
dc.rightsopenAccesspt_PT
dc.rights.urihttp://creativecommons.org/licenses/by-nc/4.0/pt_PT
dc.subjectTranstheoretical modelpt_PT
dc.subjectAcademic performancept_PT
dc.subjectPsychobiological processespt_PT
dc.subjectAdolescentspt_PT
dc.subjectLatent Class Analysis (LCA)pt_PT
dc.titleApplying the transtheoretical model to adolescent academic performance using a person-centered approach : a latent cluster analysis.pt_PT
dc.typearticlept_PT
dc.peerreviewedyespt_PT
Appears in Collections:[ILID-CIPD] Artigos

Files in This Item:
File Description SizeFormat 
2020_L.Ind.Diff - APSCI.LatentCluster.pdfArticle787,63 kBAdobe PDFThumbnail
View/Open


FacebookTwitterDeliciousLinkedInDiggGoogle BookmarksMySpace
Formato BibTex mendeley Endnote Logotipo do DeGóis Logotipo do Orcid 

This item is licensed under a Creative Commons License Creative Commons