Creed Peter A, Muller Juanita, Patton Wendy
School of Applied Psychology, Griffith University (Gold Coast Campus), PMB 50 Gold Coast Mail Centre, Queensland 4217, Australia.
J Adolesc. 2003 Jun;26(3):295-311. doi: 10.1016/s0140-1971(03)00015-0.
This paper examines the well-being and career decision-making self-efficacy (CDMSE) of adolescents before and after leaving school, and tests for the changes in these variables as a result of leaving school. While at high school, 309 students were assessed on levels of school achievement, well-being (psychological distress, self-esteem, life satisfaction) and CDMSE. Nine months after leaving school, 168 of these students completed the above surveys and measures of their access to the latent (e.g. social contact, time structure) and manifest (i.e. financial) benefits of employment, and work commitment. At T2, 21% were full-time students, 35% were full-time students who were also working part-time, 22% were employed in full-time jobs, and 21% were in the labour market but not employed full-time. These groupings were differentiated at T2 on aspects of well-being, self-efficacy, and access to the latent and manifest benefits of work, and at T1 on aspects of well-being and confidence. Leaving school improved well-being and confidence for some. One group was disadvantaged by having poorer well-being while at school, which predisposed them to disadvantage in the labour market. Results are discussed in relation to models of well-being and drift/social causation.
本文考察了青少年离校前后的幸福感和职业决策自我效能感（CDMSE），并检验了离校导致的这些变量的变化。在高中阶段，对309名学生的学业成绩、幸福感（心理困扰、自尊、生活满意度）和CDMSE水平进行了评估。离校九个月后，其中168名学生完成了上述调查以及对其就业潜在（如社会交往、时间结构）和显性（即经济）益处及工作投入的测量。在T2阶段，21%为全日制学生，35%为兼做兼职工作的全日制学生，22%全职就业，21%处于劳动力市场但非全职就业。这些分组在T2阶段在幸福感、自我效能感以及获得工作潜在和显性益处方面存在差异，在T1阶段在幸福感和自信方面存在差异。离校对一些人而言提升了幸福感和自信。有一组人在学校时幸福感较差，这使他们在劳动力市场中处于劣势。本文结合幸福感模型以及漂泊/社会因果关系对研究结果进行了讨论。
