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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
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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
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Copyright
© The Author(s) 2020. Published by Cambridge University Press

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