Jackson T
Department of Psychology, University of Wisconsin-Superior 54880, USA.
J Psychol. 1999 Jan;133(1):49-60. doi: 10.1080/00223989909599721.
The author conducted this cross-sectional study to assess the extent to which employed, unemployed, and student samples of young adults could be differentiated on the basis of psychosocial experiences. Forty-four employed, 41 unemployed, and 42 student volunteers completed measures of emotional distress, time structure, financial strain, skill use, task variety, social support, and demographic information. After the effects of educational and income differences were statistically controlled, results indicated that unemployed participants reported poorer functioning than employed and student respondents on most measures. In a discriminant function analysis, 66% of the sample was correctly identified from scores on psychosocial measures, with higher classification rates for employed and unemployed participants. The findings provide additional support for contextual models of mental health and suggest that full-time education partially buffers the negative psychological consequences of unemployment when opportunities for employment are absent.
作者开展了这项横断面研究，以评估根据心理社会经历区分在职、失业和学生青年样本的程度。44名在职、41名失业和42名学生志愿者完成了情绪困扰、时间结构、经济压力、技能运用、任务多样性、社会支持及人口统计学信息的测量。在对教育和收入差异的影响进行统计学控制后，结果表明，在大多数测量指标上，失业参与者的功能状况比在职和学生受访者差。在判别函数分析中，66%的样本通过心理社会测量指标得分被正确识别，在职和失业参与者的分类准确率更高。这些发现为心理健康的情境模型提供了更多支持，并表明当缺乏就业机会时，全日制教育能部分缓冲失业带来的负面心理影响。
