Adolescents’ Life Satisfaction During the Transition to Post-Comprehensive Education: Antecedents and Consequences

Secondary student outcomes and perspectives on a multiple pathways approach to education : engagement, achievement, and transitions.

“…Statistically significant differences between the two groups supported the notion that students within contextually based programs in high school are able to make linkages to their postsecondary or industry plans from the real world experiences they receive in school (Salmela-Aro & Tuouminen, 2010;Brush & Saye, 2008;O'Connor, 2008;Yazzie-mintz 2007;Wallace, Venville, &Rennie, 2005;Rahm, Miller, Hartley, & Moore, 2003). Table 2 presents means, standard deviations, and t-values for the second independent variable, gender, and major variables of achievement, student engagement, support and transitions.…”

“…Since at least the 1970s, the transitions from secondary school to postsecondary school as well as postsecondary school to the workforce has been a focus of national researchers as well as holds an international focus with the Organization for Economic Co-operation and Development (OECD) (Woods, 2008;Glenn, 1971). These two transitions that young people undertake in a rather short amount of time are transitions that mark major developmental shifts (Salmela-Aro, & Tuouminen-Soini, 2010;Lefkowitz 2005;Schulenberg, Bryant, O'Malley, 2004;Shanahan, 2000).…”

“…Disengagement in the transition process occurs more often in the United States compared to European countries that hone in on vocational education more often (Salmela-Aro, & Tuouminen-Soini, 2010). Countries such as Germany, Austria, and Switzerland have a vocational education and training (VET) system that is both academic and workforce related to facilitate successful transitioning for students as they enter the workforce.…”

“…Literature on support for secondary students includes peer, parental, and teacher relationships that provides an enhanced environment where students can flourish academically, socially, developmentally, emotionally, and behaviorally (Lee, 2012;Salmela-Aro et al, 2010;Carini et al, 2006). Supportive teacher student relationships are significantly related to behavioral and affective student engagement as well as academic achievement (Hughes, Luo, Kwok, & Loyd, 2008;O'Connor & McCartney, 2007).…”

“…Some research on life satisfaction and transitions have no gender differences, and other research indicates that girls who have higher life satisfaction than boys will successfully transition. Research also indicates the opposite as girls experience more academic burnout and stress, which can hinder the ability to transition smoothly (Salmela-Aro et al, 2010).…”