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022 _a0144-3410
040 _aMSU
_bEnglish
_cMSU
_erda
050 0 0 _aLB1051 JOU
100 1 _aMarjoribanks, Kevin
_eauthor
245 1 0 _aAdolescents' cognitive "habitus", learning environments, affective outcomes of schooling, and young adults' educational attainment
_ccreated by Kevin Marjoribanks
264 1 _aOxfordshire:
_bTaylor & Francis,
_c2006.
336 _2rdacontent
_atext
_btxt
337 _2rdamedia
_aunmediated
_bn
338 _2rdacarrier
_avolume
_bnc
440 _aAn international journal of experimental educational psychology
_vVolume 26 , number 2,
520 3 _aA moderation-mediation model was constructed to examine relationships among adolescents' cognitive "habitus" (their cognitive dispositions), learning environments, affective outcomes of schooling, and young adults' educational attainment. Data were collected as part of a longitudinal survey of Australian youth (4,171 females, 3,718 males). The findings from the secondary analysis indicated that when cognitive "habitus" was defined conjointly by academic achievement and cognitive attitudes to school: (1) adolescents' cognitive "habitus", learning environments, and affective outcomes combined to have a large association with young adults' educational attainment; (2) relationships among adolescents' learning environments, affective outcomes of schooling, and young adults' educational attainment were moderated by adolescents' cognitive "habitus"; (3) the relationships between adolescents' cognitive "habitus" and young adults' educational attainment were mediated, in part, by adolescents' learning environments and affective outcomes; and (4) there were cognitive "habitus" differences in the linear and curvilinear nature of the relationships among adolescents' learning environments, affective outcomes of schooling, and young adults' educational attainment.
650 _aAdolescents
_vCognitive style
_xEducational attainment
856 _uhttps://doi.org/10.1080/01443410500344233
942 _2lcc
_cJA
999 _c168719
_d168719