Teenagers' part-time employment and their work-related attitudes and aspirations

Loughlin, Catherine; Barling, Julian

doi:10.1002/(sici)1099-1379(199803)19:2<197::aid-job832>3.0.co;2-n

Cited by 36 publications

(33 citation statements)

References 26 publications

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“…The teens we interviewed said that having a supportive supervisor not only made them feel respected, understood and valued, but it also motivated them to go to work and made them want to do a better job, which is consistent with previous findings on social support (Loughlin & Barling, 1998;Stone & Josiam, 2000;Vazsonyi, 2008). The teens we interviewed said that having a supportive supervisor not only made them feel respected, understood and valued, but it also motivated them to go to work and made them want to do a better job, which is consistent with previous findings on social support (Loughlin & Barling, 1998;Stone & Josiam, 2000;Vazsonyi, 2008).…”

Section: Discussionsupporting

confidence: 89%

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Adolescent Work Quality

Rauscher

Wegman

Wooding

et al. 2012

Journal of Adolescent Research

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Adolescent employment is commonly valued in the United States for its ability to promote youths' positive psychosocial development. Empirical research, however, suggests the extent to which youth reap such benefits from work is largely a function of work's quality. This study investigated adolescent work quality by examining the extent to which characteristics associated with positive or negative psychosocial outcomes are found in the jobs adolescents hold today. Our findings from surveys and interviews with working youth show that contemporary adolescent jobs provide at least moderate levels of the characteristics that promote positive psychosocial outcomes and some of those that promote negative outcomes. Adolescent jobs have the greatest capacity to encourage positive psychosocial development by providing opportunities for youth to be helpful and, to a lesser extent, to be around supportive others and to learn new things. Improvements in other areas of work quality are needed to maximize work's potential to contribute positively to adolescent psychosocial development.

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Section: Discussionsupporting

confidence: 89%

“…• Increased competence (females only; Call Thiede et al, 1995) • Increased self-efficacy (Cunnien, 2009) • Decreased work cynicism (Loughlin & Barling, 1998;Stone & Josiam, 2000) • Increased job skill acquisition (Vazsonyi, 2008) …”

Section: Measures Of Work Values and Attitudesmentioning

confidence: 99%

Adolescent Work Quality

Rauscher

Wegman

Wooding

et al. 2012

Journal of Adolescent Research

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“…Research into the impact of paid work experience on career development variables generally has produced mixed findings. Part-time employment has been found to be positively related to work attitudes, career aspirations (Loughlin & Barling, 1998) and career planning and exploration, but to be unrelated to knowledge about careers (Creed & Patton, 2003). Little research to date has focused on career indecision and paid work experience, and where this issue has been examined no relationship has been found (Niles & Herr, 1989;Skorikov & Vondracek, 1997).…”

Section: Discussionmentioning

confidence: 99%

Antecedents and consequences of career decisional states in adolescence

Creed

Prideaux

Patton

2005

Journal of Vocational Behavior

128

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This longitudinal study tested students in Grade 8 and again in Grade 10 on career (maturity, barriers, indecision, decision-making self-efficacy), well-being (self-esteem, life satisfaction, coping) and social (school achievement, paid work experience) variables. Students were allocated to decided or undecided conditions at T1, T2 and across T1-T2, based on self-reported global decidedness ratings. As predicted, the undecided students had poorer career, well-being and social outcomes than the decided students at T1 and T2. The undecided group was also less likely to report having paid work-experience at T1, and to be overrepresented by females at T2. Students who were undecided at T1 and T2 (i.e., continuously undecided) fared poorer than students who were decided at T1 and T2 (continuously decided) and students who changed decision status from T1 to T2 (i.e., developmentally undecided). Females were more likely to be continuously undecided, although continuously undecided males were more complacent and more likely to use maladaptive strategies than females. Implications of being temperamentally versus developmentally undecided are discussed.The present study adds to the literature by seeking to clarify whether adolescents who report persistent career indecision is associated with more negative intra-individual effects, compared to adolescents who report being decided across time or who report a decision status that reflects a developmental indecision. Chronic indecision has been linked with negative intra-individual variables in a variety of studies (e.g., Kelly & Lee, 2002), although these studies have typically examined the characteristics of different types of career decision makers using cross-sectional designs. A relatively severe type of indecision, in comparison to the other groups identified, has invariably emerged from this body of evidence, although the majority of these studies to date have used young adult student samples. The present study seeks to report on important career-related and intra-individual variables associated with groups of school aged decision makers formed on the basis of measures of career indecision taken across time. We present a brief review of the career indecision typology research to provide the context for the design and predictions of the present study.It does appear that there are different types of career indecision and that those who suffer from chronic indecision may be worse off than others. Larson, Heppner, Ham and Dugan (1988), for instance, found a more negative pattern of career planning deficits and more deleterious problem

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“…Como referimos anteriormente, uma parte substancial da investigação que tem procurado compreender o efeito das experiências de trabalho no desenvolvimento dos adolescentes recorreu quase sempre a medidas de natureza quantitativa, como o número de horas ou de semanas de trabalho (Loughlin & Barling, 1998). No entanto, já nos anos 80, Greenberger, Steinberg e Ruggiero (1982) lembravam que os investigadores e os políticos tendem a conceber as experiências de trabalho dos adolescentes como se de um fenómeno unidimensional se tratasse, ignorando as diferenças que aspetos como a iniciativa, a autonomia e as oportunidades de aprendizagem, entre outros, podem ter no desenvolvimento dos mesmos.…”

Section: A Qualidade Das Experiências De Trabalhounclassified

INTERNSHIP QUALITY PREDICTS SATISFACTION: Study with secondary vocational education students

Gamboa¹,

Paixão²,

Lemos³

et al. 2016

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Resumo: A aprendizagem em contexto real de trabalho constitui uma importante componente da formação dos alunos dos inseridos nas vias profissionalizantes do ensino secundário. No que se refere ao efeito deste tipo de experiências no desenvolvimento dos alunos, os resultados das investigações ainda não são muito conclusivos. Por esta razão, o presente estudo teve como objetivo analisar em que medida a qualidade percebida prediz a satisfação, a persistência e a utilidade percebida no que diz respeito às atividades realizadas no decurso do estágio, numa amostra de estagiários do ensino profissionalizante de nível secundário (N=346). Os resultados obtidos sugerem a relevância da qualidade da experiência de trabalho na explicação dos níveis de satisfação e da utilidade percebida do estágio, tendo surgido como principais preditores as oportunidades de aprendizagem e o suporte do supervisor. Por fim, são discutidas implicações na organização dos estágios curriculares do ensino profissionalizante .Palavras-chave: qualidade do estágio, níveis de satisfação, ensino profissionalizante . INTERNSHIP QUALITY PREDICTS SATISFACTION Study with secondary vocational education studentsAbstract: The provision of workplace-based experiences (internship) is an important component of training programs of students attending vocational education courses. Regarding the impact of such experiences in students' development, research results are not conclusive enough. Therefore, the present study aimed to analyze to what extent the perceived quality predicts satisfaction, persistence and perceived usefulness with regard to the activities carried out during the internship, in a sample of secondary vocational education students (N=346). Internship quality predicts satisfaction and perceived usefulness. The main predictors were learning opportunities and supervisor support. Finally, are discussed the implications of these results on the organization of vocational education internships.

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Teenagers' part-time employment and their work-related attitudes and aspirations

Cited by 36 publications

References 26 publications

Adolescent Work Quality

Adolescent Work Quality

Antecedents and consequences of career decisional states in adolescence

INTERNSHIP QUALITY PREDICTS SATISFACTION: Study with secondary vocational education students

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