Adolescent Precursors of Pathways from School to Work.
Adolescent Precursors of Pathways from School to Work.
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DOI：
10.1111/jora.12038
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发表时间：
2014-03-01
期刊：
影响因子：
--
通讯作者：
Staff J
中科院分区：
文献类型：
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作者：
Vuolo M;Mortimer JT;Staff J
来自青年发展研究的纵向数据被用来考察：(1)青年如何建立具有自我确定的职业潜力的工作，以及这些模式如何与教育成就联系起来；(2)青少年成就取向、在学校和工作中的经历以及社会人口背景如何区分在职业生涯中站稳脚跟的青年和在这一转型中挣扎的青年。多层次潜在班级模型揭示了从18岁到31岁的四条从学校到工作的途径：两组通过大专教育(通过学士或副学士-职业学位)获得职业生涯，两组没有获得职业生涯(通过尝试上大学来区分)。多项Logistic回归模型表明，学业取向、社会经济背景和高中期间稳定的带薪工作有助于青少年在从学校到工作的过渡过程中避免随后的挣扎。
Longitudinal data from the Youth Development Study is used to examine: (1) how young people establish work with self-identified career potential and how these patterns are linked to educational attainments; and (2) how adolescent achievement orientations, experiences in school and work, and sociodemographic background distinguish youth who establish themselves in careers and those who flounder during this transition. Multilevel latent class models reveal four school-to-work pathways from ages 18 to 31: two groups that attain careers through postsecondary education (via Bachelor’s or Associates-Vocational degrees) and two groups that do not (distinguished by attempting college). Multinomial logistic regression models demonstrate that academic orientations, socioeconomic background, and steady paid work during high school help adolescents avoid subsequent floundering during the school-to-work transition.