Program of Workforce Education, 214 River's Crossing, University of Georgia, 850 College Station Rd., Athens, GA 30602, USA.
J Adolesc. 2013 Feb;36(1):233-9. doi: 10.1016/j.adolescence.2012.11.003. Epub 2012 Dec 5.
A previous longitudinal study of the occupational aspirations of individuals with high-incidence disabilities revealed multiple longitudinal patterns for individuals with learning disabilities or emotional-behavioral disorders. Growth mixture modeling was used to determine whether individuals in these two high-incidence disabilities groups (N = 585) possessed heterogeneous aspirations trajectories. Two distinct classes emerged. Among selected covariates (inc., gender, SES, locus of control, self-concept, mathematics achievement), only gender and SES significantly distinguished group membership. While no covariates were significantly related to the growth factors for latent class 2 (low aspirations), math achievement and SES were significantly related to initial aspirations in latent class 1 (high aspirations). Moreover, for latent class 1, the occupational aspirations of individuals with learning disabilities became increasingly lower than adolescents with emotional-behavior disorders after high school. Possible explanations for this phenomenon are considered.
先前对高发性残疾个体职业抱负的纵向研究揭示了学习障碍或情绪行为障碍个体的多种纵向模式。增长混合物建模用于确定这两种高发性残疾群体（N=585）是否具有不同的抱负轨迹。两个不同的类别出现了。在选定的协变量中（性别、SES、控制点、自我概念、数学成绩），只有性别和 SES 显著区分了群体成员身份。虽然没有协变量与潜在类别 2（低抱负）的增长因素显著相关，但数学成绩和 SES 与潜在类别 1（高抱负）的初始抱负显著相关。此外，对于潜在类别 1，学习障碍个体的职业抱负在高中毕业后变得比情绪行为障碍个体越来越低。考虑了对此现象的可能解释。
