Work, Postsecondary Education, and Psychosocial Functioning Following the Transition from High School

Autor/inn/en	Aseltine, Robert H., Jr.; Gore, Susan
Titel	Work, Postsecondary Education, and Psychosocial Functioning Following the Transition from High School
Quelle	In: Journal of Adolescent Research, 20 (2005) 6, S.615-639 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0743-5584
DOI	10.1177/0743558405279360
Schlagwörter	Quality of Life; Living Standards; Depression (Psychology); Alcohol Abuse; Young Adults; Employment; Postsecondary Education; Psychological Patterns; Social Influences; Enrollment; Role Perception + Suchen Sie Ihr Suchwort? Lebensqualität; Lebensstandard; Young adult; Junger Erwachsener; Dienstverhältnis; Post-secondary education; Tertiäre Bildung; Sozialer Einfluss; Einschulung; Role conception; Rollenverständnis
Abstract	Through a two-wave panel study of emerging adults, the authors examine how living situation, work and school roles, and experiences in those roles affect psychosocial functioning following the transition from high school. Enrollment in college programs and fulltime work are associated with lower levels of depressed mood and more positive quality of life. Disruptions in work roles (getting fired, an unwanted period of unemployment) are linked to higher levels of depressed mood, heavy episodic drinking, and poorer quality of life; the negative effects of disruptions in postsecondary schooling are confined to heavy episodic drinking. Open-ended data support the view that ongoing responsibilities are important for emerging adults' sense of progress toward adulthood. Findings linking heavy episodic drinking to problems in role functioning inform recent debates concerning the developmental import of alcohol use, suggesting that heavy drinking is not developmentally harmless. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10