Youth unemployment and personality traits

Mendolia, Silvia; Walker, Ian

doi:10.1186/s40172-015-0035-3

Cited by 33 publications

(28 citation statements)

References 67 publications

(79 reference statements)

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“…In addition, our analysis used a uniform sample of individuals as they advanced through successive educational levels, thus eliminating problems of noncomparability across studies that focus on a single educational institution (Bowman et al, 2015;Datu et al, 2016;Duckworth et al, 2007;Duckworth & Quinn, 2009;MacCann & Roberts, 2010: Strayhorn, 2014 or a single public school district (Eskreis-Winkler et al, 2014;West et al, 2016). Mendolia and Walker (2015) is a rare example of a prior study that examined the predictive power of grit with large-scale survey data. They used data from the Longitudinal Study of Young People in England to analyze the relationship between grit and being "NEET" (neither in education, employment nor training).…”

Section: The Current Studymentioning

confidence: 99%

Predicting Educational Attainment: Does Grit Compensate for Low Levels of Cognitive Ability?

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Nencka

2017

SSRN Journal

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This study examined the role of cognitive ability in moderating grit's predictive effect on educational outcomes. Using a large, representative sample of young adults, we estimated multivariate regression models for the probability of graduating from high school, enrolling in college, earning any college degree, and earning a college degree. For each outcome, the effect of grit (and, alternatively, consistency of interest and perseverance of effort) was allowed to differ for students in each quartile of the cognitive ability distribution. We found that the predicted effect of grit-which is dominated by the effect of perseverance-is almost entirely concentrated among students at both the high and low ends of the cognitive ability distribution. We also found that grit's predictive power increases with each successive educational outcome for high-ability students, but not for low-ability students. The findings are consistent with the notion that highability students adopt self-regulated learning processes that exploit their grit, especially as educational tasks become more challenging. For low-ability students, it appears that grit plays a compensatory role. Relatively few low-ability students attain each educational outcome, but those who do appear to benefit from the effective substitution of grit for cognitive ability.

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Section: The Current Studymentioning

confidence: 99%

Predicting Educational Attainment: Does Grit Compensate for Low Levels of Cognitive Ability?

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Nencka

2017

SSRN Journal

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“…In particular, teachers working in integrated settings should be knowledgeable about their students' locus of control to be able to plan teaching and educational activities for this specific group of learners. Locus of control, which is the focus of the analyses presented in this article, plays an important role in contemporary psychological discourse regarding the possibilities of predicting achievement, quality of school adaptation [36][37][38], and life satisfaction [39] in students placed in integrated and non-integrated programs, as well as the possibility of shaping future educational and professional careers of young people [40]. As research shows, people with an internal locus of control are more amenable to counselling and other forms of support than people with an external locus of control [41], which should be taken into account in planning teaching and educational activities in integrated settings.…”

Section: Research On Locus Of Control In Adolescents With Disabilitiesmentioning

confidence: 99%

Developmental Changes in the Locus of Control in Students Attending Integrated and Non-integrated Classes during Early Adolescence in Poland

Łubianka

Filipiak

Mariańczyk

2020

Behavioral Sciences

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This article reports the results of a longitudinal study on the development of context-specific locus of control related to situations of success and failure in Polish adolescents. The participants were 90 primary school students, including 30 who learned in integrated classrooms and 60 who went to non-integrated classes in schools with and without an inclusive curriculum, located in Lublin, Poland. The students were surveyed during a three-year schooling period (when they were in the sixth, seventh, and eighth grade). The research was carried out in the years 2016-2019. The Locus of Control Questionnaire (LOQ and LOQ-R) by Krasowicz-Kupis and Kurzyp-Wojnarska measured locus of control. These instruments measure generalized locus of control and allow the assessment of context-specific locus of control related to situations of success and failure, as well as school, parent, and peer settings. At the first stage of this study, students in non-integrated classrooms in schools without an inclusive curriculum were characterized by a more internal locus of control, both generalized and in situations of failure, compared to students of non-integrated classrooms in schools with an inclusive curriculum. At seventh grade, students of integrated classes were more external in situations related to their school activity, compared to their peers from non-integrated classrooms. Moreover, we observed developmental changes in locus of control of students from non-integrated classes but only those who attended schools with an integrated curriculum.

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“…However, scholars have argued that;  Neither vocational learning nor adult learning (postgraduate education) is a promised solution to youth unemployment [13,14]. Some of the shortcomings include Employment policy restrictions in which the older and more experienced individuals are favoured in employment than the young.…”

Section: Literature Underpinningmentioning

confidence: 99%

“…Youth unemployment can also be linked to the higher education institutions with some employers having preferences of graduates from one institution over others due to the confidence that the preferred institutions are perceived to providing high standard quality education [16,12,14,13].In addition, Paul et al [17]established that most of the employers did not approach the disadvantaged universities for their recruitment initiatives. Furthermore, many of the disadvantaged institutions lack the provision for critical skills such as Engineering courses as the majority are focused on Arts and Humanities subjects, which often are not on demand.…”

Section: Literature Underpinningmentioning

confidence: 99%

Managing Youth Unemployment in Developing Economies: An Analysis of Post-Graduate Students’ Learning Preferences in Kenya

Ngala

Mbogo

2019

IRA-JEMS

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It is a common norm to describe education as being fundamental to employment and growth in developing economies. While the highest rate of return is believed to be most experienced in those economies with both skilled and unskilled labour, the greatest responsibility lies with the highly qualified in education as they are most significant in policy formulation. Despite this, youth unemployment has remained a challenge in the 21st century that most developing countries like Kenya struggle with. This paper entails a study undertaken to explore the management of youth unemployment in Kenya, with a focus on learning preferences of postgraduate students. The study employed a descriptive survey design using the cross-sectional approach to data collection. The population of the study comprised 397 post-graduate students at Africa International University from which a sample size of 199 post-graduate Diploma, Masters’ level and Doctoral students were obtained. Questionnaire guide was used for data collection of information on the age and learning preferences of the students. Data analysis was done by descriptive and inferential statistics using regression techniques and presented in tables. A modified version of the Grasha-Riechmann Student Learning Style Scales (GRSLSS) was the learning style inventory that was used to measure student learning preferences. The findings revealed that the majority 161(95.3%) of post-graduate students were youth and preferred participant, both independent and dependent as well as collaborative learning. The question however is, why has underemployment continued to affect many young Kenyans even with the developing system of education? How can students’ learning preferences be a driver to curbing the menace of unemployment?

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Youth unemployment and personality traits

Cited by 33 publications

References 67 publications

Predicting Educational Attainment: Does Grit Compensate for Low Levels of Cognitive Ability?

Predicting Educational Attainment: Does Grit Compensate for Low Levels of Cognitive Ability?

Developmental Changes in the Locus of Control in Students Attending Integrated and Non-integrated Classes during Early Adolescence in Poland

Managing Youth Unemployment in Developing Economies: An Analysis of Post-Graduate Students’ Learning Preferences in Kenya

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