This study examined the contribution of parental conditional regard (PCR) and societal conditional regard (SCR) -divided into positive and negative regardto high school dropouts' adjustment (i.e., well-being, loneliness, and future orientation) along the different stages of the dropout process. Specifically, the current study focused on dropouts from a traditional community, where dropping out was accompanied by various social repercussions. The study, conducted in Israel among Ultraorthodox Jewish males, included 261 participants, ages 14-21 (M = 17, SD = 1.17), who were at different stages in the dropout process. Structural equation modeling indicated a negative contribution of parental conditional negative regard to adjustment, while societal conditional positive regard made a positive contribution to adjustment. Moreover, dropouts indicated higher parental and societal conditional regard than students at other stages of the dropout process. Findings highlight the importance of SCR and PCR in understanding the adjustment of dropouts in traditional communities.
The purpose of the present study was to investigate the contribution of the process of becoming less religious (BLR), compared with that of the dropout process, to youths' well-being. The study focused on high school dropouts from Ultraorthodox Jewish communities, where dropout is accompanied by various social repercussions. On the basis of the conservation of resources theory, the study also focused on the loss of social resources-that is, sense of community, involvement and representation in the peer group, societal conditional positive regard (SCPR) and societal conditional negative regard (SCNR)-with respect to BLR and to dropout. The study, conducted in Israel among Ultraorthodox Jewish males, included 261 participants, ages 14 through 21 years (M ϭ 17, SD ϭ 1.17). A mediation analysis indicated a significant negative direct and indirect relationship via SCNR between BLR and subjective well-being. Becoming less religious was also correlated with low levels of the following social resources: sense of community and involvement and representation in the peer group. However, only a significant negative indirect effect of dropout stages on well-being via SCNR was observed. Dropouts reported higher levels of SCPR and SCNR than youth from the other groups, but there was no correlation with the other social resources. Findings highlight BLR as a greater risk factor for religious dropouts' well-being, and for loss of social resources, than the dropout process. Implications for promoting positive well-being are discussed.
This study examined the contribution of mentor support to the following aspects of high-school dropouts’ lives: the personal (self-esteem, and the process of becoming less religious [BLR]), social (societal conditional positive and negative regard) and psychological (well-being and loneliness). The study, conducted among Ultraorthodox Jewish males, included 261 participants, aged 14 years to 21 years ( M = 17, SD = 1.17), who were at different stages in the dropout process. Findings indicated a significant difference in the contribution of mentor support. Among youths still in their yeshiva high schools, mentor support made only a minor contribution to the process of BLR; for youths in a program for dropouts, mentor support made a positive contribution to most aspects of their lives. However, among dropouts, mentor support contributed negatively to all aspects that were examined in the current study. Findings highlight the importance of further illuminating the role of mentor support and adapting it to youths’ needs.
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