UC Irvine

The present study examined the role of goal engagement in the transition to post-secondary education based on propositions stemming from the motivational theory of lifespan development (MTD) and motivational intensity theory (MIT). Using data from the Finnish Educational Transitions (FinEdu) Study (n = 637), we examined whether goal engagement facilitated goal attainment (institutional admittance) under contrasting conditions involving: (a) high challenge (admittance to highly selective universities) or (b) moderate challenge (admittance to moderately selective polytechnic universities) in the Finnish educational system. Goal engagement was associated with increased likelihood of institutional admission only under conditions of high-challenge. Results were consistent when examining a subset of students who initially failed to gain institutional admission. Overall, the findings support MTD and MIT propositions concerning adaptive goal engagement and contribute to a better understanding of the circumstances under which engagement supports achievement and adaptive development.