A Qualitative Study of Academic Performance and Career Goals of Adolescents with Signs of Addiction
DOI:
https://doi.org/10.63053/ijhes.120Keywords:
Academic Performance , Career Goal ¬Orientation , Dependency Syndrome , TeenagersAbstract
The present study is a qualitative study aiming to investigate academic performance and career goals in adolescents with attachment traits. The study population included adolescents aged 13 to 18 living in Tehran. The population was sampled purposively to saturation (7 people). Using semi-structured interviews, data related to the sample was collected, and the research findings were analyzed using thematic analysis. After analyzing the interviews and coding them, 5 main themes were extracted regarding the academic performance of adolescents with dependency syndrome, including 1) lack of internal source of control in academic assignments, 2) lack of sense of belonging to academic assignments, 3) learned helplessness, 4) lack of academic enthusiasm, 5) academic inefficiency due to dependency in relationships, and 3 main themes related to their career purpose, including 1) lack of academic and career independence, 2) confusion in the future career path, 3) regression from purpose due to external inhibitors. The research findings showed that the academic performance of adolescents with dependency syndrome and their career purpose included two core themes, respectively: "The academic performance of adolescents with dependency syndrome indicates a lack of academic enthusiasm and belonging and inefficiency in academic functions." And "adolescents with dependency symptoms did not show an appropriate goal-directedness index due to their dependency in choosing their future career and educational paths."
References
Alessandri, G., Perinelli, E., Robins, RW, Vecchione, M., & Filosa, L. (2020). Personality trait change at work: Associations with organizational socialization and identification. Journal of Personality , 88 (6), 1217–1234.
Balkis, M., & Duru, E. (2012). The direct and indirect role of self-esteem and procrastination in the relation to fear of failure and self-worth. International Journal of Human Sciences , 2 (9), 1075–1093.
Brandt, ND, Lechner, CM, Tetzner, J., & Rammstedt, B. (2020). Personality, cognitive ability, and academic performance: Differential associations across school subjects and school tracks. Journal of Personality , 88 (2), 249–265.
Choi, F., Cheng, AWF, & Chiu, WK (2022). Perinatal and developmental outcomes of teenage pregnancy: An analysis of a 10-year period in a local region in Hong Kong. HK J Paediatrics (New Series) , 27 , 25–32.
Coronado, R., Macaya, A., Giraldo, J., & Roig-Quilis, M. (2018). Concordance between a head circumference growth function and intellectual disability in relation with the cause of microcephaly. An Pediatr , 83 (2), 109–116.
Ferris, DL, Lian, H., Brown, DJ, & Morrison, R. (2015). Ostracism, self-esteem, and job performance: When do we self-verify and when do we self-enhance? Academy of Management Journal , 58 (1), 279–297.
Ghorbani, M., Sharifi, L., & Kherad, A. (2018). Investigating the relationship between academic self-efficacy and emotional intelligence with the mediating role of information literacy. Survey Journal , 1 (5), 6–14.
Jack, AA (2016). Harm in asking: Class, acquired cultural capital, and academic engagement at an elite university. Sociology of Education , 89 (1), 1–19.
Kang, J., Hense, J., Scheersoi, A., & Keinonen, T. (2019). Gender study on the relationships between science interest and future career perspectives. International Journal of Science Education , 41 (1), 80–101.
Kermani, Z., Kothali, T., & Ashrafi, E. (2021). The effect of self-efficacy on decision-making and emotional intelligence with the mediating role of information literacy (Research project). Ardabil University of Medical Sciences.
Lee, PC, & Lee, A. (2018). The importance of career goals in relation to academic performance: A case study of hospitality management students. Journal of Teaching in Travel & Tourism , 18 (2), 159–176.
Livazovic, G., & Ham, E. (2019). Cyberbullying and emotional distress in adolescents: The importance of family, peers, and school. Heliyon , 5 , 1–9.
Malmström, M., & Öqvist, A. (2018). Students' attitudes and intentions towards higher education as determinants for grade performance. International Journal of School & Educational Psychology , 6 (1), 23–34.
Mammadov, S. (2022). Big Five personality traits and academic performance: A meta-analysis. Journal of Personality , 90 (2), 222–255.
Paloș, R., Maricuțoiu, LP, & Costea, I. (2019). Relations between academic performance, student engagement, and student burnout: A cross-lagged analysis of a two-wave study. Studies in Educational Evaluation , 60 , 199–204.
Priest, N., King, T., Bécares, L., & Kavanagh, AM (2016). Bullying victimization and racial discrimination among Australian children. American Journal of Public Health , 106 (10), 1882–1884. doi: 10.2105/AJPH.2016.303328
Sanaie, N., Vasli, P., Sedighi, L., & Sadeghi, B. (2019). Comparing the effect of lecture and Jigsaw teaching strategies on the nursing students' self-regulated learning and academic motivation: A quasi-experimental study. Nurse Education Today , 79 , 35–40.
Sharma, D., & Sharma, S. (2018). Relationship between motivation and academic achievement. International Journal of Advances in Scientific Research , 4 (1), 01–05.
Stajkovic, AD, Bandura, A., Locke, EA, Lee, D., & Sergent, K. (2018). Test of three conceptual models of influence of the big five personality traits and self-efficacy on academic performance: A meta-analytic path-analysis. Personality and Individual Differences , 120 , 238–245.
Thomas, LC, & Allen, K. (2021). Engagement: Investigating the influence of emotional intelligence and academic buoyancy on student engagement. Journal of Further and Higher Education , 45 (1), 107–119.
Tian, Y., & Fan, X. (2021). Adversity quotients, environmental variables, and career adaptability in student nurses. Journal of Vocational Behavior , 85 (3), 251–257.
Yu, K., Martin, AJ, Hou, Y., Osborn, J., & Zhan, X. (2019). Motivation, engagement, academic buoyancy, and adaptability: The roles of socio-demographics among middle school students in China. Measurement: Interdisciplinary Research and Perspectives , 17 (3), 119–132.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Authors
This work is licensed under a Creative Commons Attribution 4.0 International License.
The journal is licensed under a Attribution 4.0 International (CC BY 4.0).
You are free to:
- Share — copy and redistribute the material in any medium or format for any purpose, even commercially.
- Adapt — remix, transform, and build upon the material for any purpose, even commercially.
- The licensor cannot revoke these freedoms as long as you follow the license terms.
Under the following terms:
- Attribution - You must give appropriate credit , provide a link to the license, and indicate if changes were made . You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
- No additional restrictions - You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
