When conduct achievement does (and does not) make you smile: it depends on your self-construal
ABSTRACTA great deal of investigation has been devoted to studying whether academic achievement is linked to adolescents’ life satisfaction, whereas limited studies have focused on conduct achievement, which serves as another common kind of achievement in school. To examine the association between c...
| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Taylor & Francis Group
2024-12-01
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| Series: | International Journal of Adolescence and Youth |
| Subjects: | |
| Online Access: | https://www.tandfonline.com/doi/10.1080/02673843.2023.2297574 |
| _version_ | 1797367100593930240 |
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| author | Jacky C. K. Ng Iris W. Y. Lai Algae K. Y. Au Joanne Y. H. Chong Wesley C. H. Wu Victor C. Y. Lau |
| author_facet | Jacky C. K. Ng Iris W. Y. Lai Algae K. Y. Au Joanne Y. H. Chong Wesley C. H. Wu Victor C. Y. Lau |
| author_sort | Jacky C. K. Ng |
| collection | DOAJ |
| description | ABSTRACTA great deal of investigation has been devoted to studying whether academic achievement is linked to adolescents’ life satisfaction, whereas limited studies have focused on conduct achievement, which serves as another common kind of achievement in school. To examine the association between conduct achievement and life satisfaction, two studies were conducted using a mixed-methods sequential explanatory design with a two-phase model. Study 1 (quantitative phase) demonstrated longitudinal evidence for the positive effect of conduct achievement on adolescents’ life satisfaction. Critically, the lagged effect was also moderated by interdependent self-construal, with the beneficial effect becoming stronger for adolescents high in interdependent self-construal. Study 2 (qualitative phase) generated two main themes and four subthemes to understand the meaning and impact of conduct achievement to adolescents. Thematic analysis revealed that conduct achievement was regarded as a partial and subjective assessment by teachers and might elicit a positive perception of the teacher-student relationship. |
| first_indexed | 2024-03-08T17:12:28Z |
| format | Article |
| id | doaj.art-017ee3d0faf149cca90b6ee75593b726 |
| institution | Directory Open Access Journal |
| issn | 0267-3843 2164-4527 |
| language | English |
| last_indexed | 2024-03-08T17:12:28Z |
| publishDate | 2024-12-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | International Journal of Adolescence and Youth |
| spelling | doaj.art-017ee3d0faf149cca90b6ee75593b7262024-01-03T19:19:34ZengTaylor & Francis GroupInternational Journal of Adolescence and Youth0267-38432164-45272024-12-0129110.1080/02673843.2023.2297574When conduct achievement does (and does not) make you smile: it depends on your self-construalJacky C. K. Ng0Iris W. Y. Lai1Algae K. Y. Au2Joanne Y. H. Chong3Wesley C. H. Wu4Victor C. Y. Lau5Department of Applied Social Sciences and Mental Health Research Centre, The Hong Kong Polytechnic University, Hung Hom, Hong KongDepartment of Psychology, The Chinese University of Hong Kong, Hung Hom, Hong KongDepartment of Applied Social Sciences, The Hong Kong Polytechnic University, Hung Hom, Hong KongDepartment of Applied Social Sciences, The Hong Kong Polytechnic University, Hung Hom, Hong KongDepartment of Applied Social Sciences, The Hong Kong Polytechnic University, Hung Hom, Hong KongDepartment of Social Work, The Hong Kong Baptist University, Hung Hom, Hong KongABSTRACTA great deal of investigation has been devoted to studying whether academic achievement is linked to adolescents’ life satisfaction, whereas limited studies have focused on conduct achievement, which serves as another common kind of achievement in school. To examine the association between conduct achievement and life satisfaction, two studies were conducted using a mixed-methods sequential explanatory design with a two-phase model. Study 1 (quantitative phase) demonstrated longitudinal evidence for the positive effect of conduct achievement on adolescents’ life satisfaction. Critically, the lagged effect was also moderated by interdependent self-construal, with the beneficial effect becoming stronger for adolescents high in interdependent self-construal. Study 2 (qualitative phase) generated two main themes and four subthemes to understand the meaning and impact of conduct achievement to adolescents. Thematic analysis revealed that conduct achievement was regarded as a partial and subjective assessment by teachers and might elicit a positive perception of the teacher-student relationship.https://www.tandfonline.com/doi/10.1080/02673843.2023.2297574Conduct achievementlife satisfactionindependent self-construalinterdependent self-construalmoderation analysismixed-methods design |
| spellingShingle | Jacky C. K. Ng Iris W. Y. Lai Algae K. Y. Au Joanne Y. H. Chong Wesley C. H. Wu Victor C. Y. Lau When conduct achievement does (and does not) make you smile: it depends on your self-construal International Journal of Adolescence and Youth Conduct achievement life satisfaction independent self-construal interdependent self-construal moderation analysis mixed-methods design |
| title | When conduct achievement does (and does not) make you smile: it depends on your self-construal |
| title_full | When conduct achievement does (and does not) make you smile: it depends on your self-construal |
| title_fullStr | When conduct achievement does (and does not) make you smile: it depends on your self-construal |
| title_full_unstemmed | When conduct achievement does (and does not) make you smile: it depends on your self-construal |
| title_short | When conduct achievement does (and does not) make you smile: it depends on your self-construal |
| title_sort | when conduct achievement does and does not make you smile it depends on your self construal |
| topic | Conduct achievement life satisfaction independent self-construal interdependent self-construal moderation analysis mixed-methods design |
| url | https://www.tandfonline.com/doi/10.1080/02673843.2023.2297574 |
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