Evaluation of the Effects of Education on Job Satisfaction: Independent Single-Equation vs. Structural Equation Models
Evaluation of the Effects of Education on Job Satisfaction: Independent Single-Equation vs. Structural Equation Models
复制标题
DOI：
10.1007/s11294-007-9081-3
复制
发表时间：
2007-03
影响因子：
1.2
通讯作者：
Eugenia Fabra Florit;Luis Eduardo Vila Lladosa
中科院分区：
文献类型：
--
作者：
Eugenia Fabra Florit;Luis Eduardo Vila Lladosa
在控制了健康状况和工资等个人属性和工作属性后，采用独立的单方程模型和结构方程模型分析了教育年限、教育与就业的匹配度对工作满意度的直接和间接影响。主要结果表明：（1）教育与工作的不匹配，无论是在水平上还是在领域上，都降低了工作的效用，而与受教育年限和其他个人/工作特征无关;（2）教育对工作满意度的影响主要是通过教育对工人健康状况、工资和其他可观察到的工作特征的影响而传递的间接影响;（3）忽视工作满意度各决定因素之间的协方差结构，导致对受教育年限直接效应的估计存在向上偏差，而对其他个人环境效应的估计存在向下偏差。
Independent single-equation models and structural equation models are used to analyze both direct and indirect impacts of education length, and of the match between education and employment, on job satisfaction after controlling for individual-specific and job-specific attributes, including health status and wages. The main results show that: (1) education/job mismatches, both in level and domain, reduce utility from work irrespective of schooling years and other individual/job characteristics; (2) the effects of education on job satisfaction are mainly indirect effects transmitted though the influence of schooling on workers’ health status, wages and other observable job characteristics; and (3) neglecting the structure of covariance among the determinants of job satisfaction results in upward bias in the estimation of the direct effect of schooling length, and in downward bias in the estimates for the effects of other personal circumstances.