Work, postsecondary education, and psychosocial functioning following the transition from high school
Work, postsecondary education, and psychosocial functioning following the transition from high school
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DOI：
10.1177/0743558405279360
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发表时间：
2005-11-01
影响因子：
2
通讯作者：
Gore, S
中科院分区：
文献类型：
--
作者：
Aseltine, RH;Gore, S
通过对新兴成年人的两波小组研究，作者研究了生活状况，工作和学校角色以及这些角色的经历如何影响从高中过渡后的心理社会功能。大学入学和全职工作与较低水平的抑郁情绪和更积极的生活质量有关。工作角色的中断（被解雇，一段不必要的失业期）与更高水平的抑郁情绪，严重的间歇性饮酒和更差的生活质量有关;中学后教育中断的负面影响仅限于严重的间歇性饮酒。开放式数据支持这样一种观点，即持续的责任对新兴成年人走向成年的进步感很重要。研究结果链接大量的情节饮酒的问题，在角色功能通知最近的辩论有关发展进口的酒精使用，这表明，大量饮酒是不是发展无害。
Through a two-wave panel study of emerging adults, the authors examine how living situation, work and school roles, and experiences in those roles affect psychosocial functioning following the transition from high school. Enrollment in college programs and full time work are associated with lower levels of depressed mood and more positive quality, of life. Disruptions in work roles (getting fired, an unwanted period of unemployment) are linked to higher levels of depressed mood, heavy episodic drinking, and poorer quality of life; the negative effects of disruptions in postsecondary schooling are confined to heavy episodic drinking. Open-ended data support the view that ongoing responsibilities are important for emerging adults' sense of progress toward adulthood. Findings linking heavy episodic drinking to problems in role functioning inform recent debates concerning the developmental import of alcohol use, suggesting that heavy drinking is not developmentally harmless.