Department of Psychology, Sapienza University of Rome, Rome, Italy.
Department of Psychology, University of California, Davis, Davis, California, USA.
J Pers. 2022 Dec;90(6):1039-1056. doi: 10.1111/jopy.12713. Epub 2022 Mar 23.
Previous studies examined the trajectory of self-esteem during critical developmental periods and over the life-span. However, little is known about how self-esteem changes during the school-to-work transition.
We examined the effect of beginning a job for the first time on self-esteem development, using data from 368 adolescents assessed up to six times across a 14-year time span. Specifically, we analyzed the pattern of self-esteem change during the transition to work and whether the self-esteem trajectory varied as a function of several school- and job-related variables, while controlling for important covariates.
Results revealed linear increases in self-esteem across the 14-year study period, with partial support that the rate of increase slowed slightly after the school-to-work transition. We found significantly greater variability in the slopes after the transition, supporting the idea that people differ in the way they cope with the developmental tasks associated with important life transitions. We also found evidence for an interaction between college graduation and educational expectations, such that the positive effect of college graduation on self-esteem change was stronger for those who graduated with low (vs. high) educational expectations.
School-to-work transition has an effect on self-esteem development. Developmental processes of findings were discussed.
先前的研究考察了自尊在关键发展时期和整个生命周期中的轨迹。然而，对于自尊在从学校到工作的过渡期间如何变化，我们知之甚少。
我们利用 368 名青少年在 14 年时间跨度内接受的多达六次评估的数据，研究了首次开始工作对自尊发展的影响。具体来说，我们分析了在工作过渡期间自尊变化的模式，以及在控制了重要协变量的情况下，自尊轨迹是否因几个与学校和工作相关的变量而有所不同。
研究结果显示，在 14 年的研究期间，自尊呈线性增长，部分支持了在从学校到工作的过渡后，增长速度略有放缓的观点。我们发现过渡后斜率的变化具有显著的差异，这支持了这样一种观点，即人们在应对与重要生活过渡相关的发展任务的方式上存在差异。我们还发现了大学毕业和教育期望之间的相互作用的证据，例如，对于那些毕业时期望（与高期望相比）较低的人来说，大学毕业对自尊变化的积极影响更强。
从学校到工作的过渡对自尊发展有影响。讨论了研究结果的发展过程。
