Setting the Stage: Career Development and the Student Engagement Process

Kenny, Maureen E.; Blustein, David L.; Haase, Richard F.; Sparks, Elizabeth; Jackson, Janice E.; Copman, Sandra; Mullin, Kathleen; Laterz, Jean

doi:10.1037/e632212007-001

Cited by 18 publications

(30 citation statements)

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“…For latent variables in SEM, a minimum of three or more observed indicators are recommended to represent each broad construct (Loehlin 1998;Russell et al 1998), although Maruyama (1998) argued that two indicators are sometimes sufficient and recent research has used two indicators when necessary and supported by theory (e.g., Kenny et al 2006;Wei et al 2005). Following standard practice in SEM analyses when a single scale measures a latent variable (Byrne 1994;Loehlin 1998), we created three parcels to use as the observed indicators for six of the seven latent variables (attachment anxiety, attachment avoidance, self-esteem, irrational beliefs, chronic anxiety, depression) by conducting exploratory factor analyses using the maximum likelihood method.…”

Section: Preliminary Analysesmentioning

confidence: 99%

Predictors of Anxiety and Depression in Emerging Adulthood

Riggs

Han

2009

J Adult Dev

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This study constructed a multifactorial model predicting depression and anxiety symptoms among emerging adults, incorporating broad constructs representing adult attachment style, perceived trauma, self-esteem, and irrational beliefs. In the final structural equation model, attachment avoidance and perceived trauma demonstrated direct and indirect effects, whereas attachment anxiety predicted depression only indirectly through low self-esteem or irrational beliefs, and chronic anxiety. Chronic anxiety played a crucial role in linking low selfesteem and irrational beliefs to depression. The theoretical and clinical implications of the findings are discussed.

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Section: Preliminary Analysesmentioning

confidence: 99%

Predictors of Anxiety and Depression in Emerging Adulthood

Riggs

Han

2009

J Adult Dev

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“…Yet, it is the first-generation students who have the highest outcome expectations. This is positive as the higher the students' outcome expectations, the more likely they are to be engaged in school (Kenny et al, 2006). As seen with all the scales, it is again the students who are the first in their family to attend college having significant expectations for the future-and these students have lower expected outcome scores.…”

Section: Discussionmentioning

confidence: 79%

“…The 19-item scale was modified by Kenny et al (2006) to make the scales in both format and wording easier to understand by an adolescent population. The five-point Likert scale was reduced to a four-point scale with responses ranging from 1 (strongly disagree) to 4 (strongly agree).…”

Section: Career Development Inventorymentioning

confidence: 99%

“…Hispanic Acculturation, Barriers,and Support 849 It has been found with high school freshmen that students who are more involved in planning for their future careers are also more likely to be academically vested in school (Kenny, Blustein, Haase, Jackson, & Perry, 2006). Vocational hope is another dimension in the career readiness of adolescents, and it is an important feature in overcoming barriers and preserving a connection to one's career aspirations and goals (Diemer & Blustein, 2007).…”

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confidence: 98%

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Hispanic Community College Students: Acculturation, Family Support, Perceived Educational Barriers, and Vocational Planning

Fiebig

Braid

Ross

et al. 2010

Community College Journal of Research and Practice

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“…School engagement plays an important role in the construction of an adaptive vocational self-understanding (Kenny et al, 2006), and several studies have documented how school self-efficacy and school performance are precursors of positive career development (Pinquart et al, 2003;Reitzle et al, 1998) in terms of both employment and job satisfaction as well as self-realization (Wolbers, 2000;Brown et al, 1996;De Polo and Sarchielli, 1983). Meanwhile, school failure constitutes a risk for identity development.…”

Section: Dropping Out Of School and Social Exclusionmentioning

confidence: 99%

School‐to‐work transitional outcomes of a group of Italian school dropouts

Sappa

Bonica

2011

Education + Training

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Purpose -This study aims to deal with the role of vocational training in developing social inclusion by analyzing the school-to-work transitional outcomes of early school leavers whose successful experience in vocational training was documented in previous works. Design/methodology/approach -The sample comprises 126 males who enrolled in and successfully completed biennial vocational training courses soon after dropping out of school. The transitional outcomes one year after the qualification as well as the variability of these outcomes in relation to age, degree of success in vocational training, and achievement in the previous schools were analyzed. A phone interview was used to collect data, and a binary logistic regression analysis was applied. In addition, narrative materials were collected through biographical interviews and qualitatively analyzed. Findings -Although most subjects obtained a stable job, some critical aspects emerged: at times employment seemed to be the result of a "negative compromise"; several constraints emerged in managing further personal investment in school and learning. Research limitations/implications -Results support the usefulness of studying social inclusion by adopting a transitional perspective. The main limitations concern the focus on just a few variables that only partially explain the different outcomes. Practical implications -Findings suggested the need for greater flexibility among school, vocational training, and the world of work in order to promote effective social and professional inclusion through the VET system. Originality/value -The paper's results indicate that developing social inclusion of early school leavers inevitably demands a transformation in the widespread beliefs about the dichotomy between learning and work.

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Setting the Stage: Career Development and the Student Engagement Process

Cited by 18 publications

References 0 publications

Predictors of Anxiety and Depression in Emerging Adulthood

Predictors of Anxiety and Depression in Emerging Adulthood

Hispanic Community College Students: Acculturation, Family Support, Perceived Educational Barriers, and Vocational Planning

School‐to‐work transitional outcomes of a group of Italian school dropouts

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