Constructions of Work among Adolescents in Transition

Autor/inn/en	Ferrari, Lea; Nota, Laura; Soresi, Salvatore; Blustein, David L.; Murphy, Kerri A.; Kenna, Alexandra C.
Titel	Constructions of Work among Adolescents in Transition
Quelle	In: Journal of Career Assessment, 17 (2009) 1, S.99-115 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1069-0727
DOI	10.1177/1069072708325829
Schlagwörter	Foreign Countries; Career Development; Employment; Role; Work Attitudes; High School Students; Decision Making; Career Choice; Industrial Psychology; Cultural Context; Adolescents; Italy + Suchen Sie Ihr Suchwort? Ausland; Berufsentwicklung; Dienstverhältnis; Rollen; Work attitude; Arbeitshaltung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Decision-making; Entscheidungsfindung; Betriebspsychologie; Industriepsychologie; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Italien
Abstract	To analyze the conception of work and its relationship with the various indices of progress in career development, we administered a structured, open-ended questionnaire that explored beliefs about working among a sample of Italian high school students considering university options. Using both quantitative and qualitative methods, we found that the majority of students considered work as a means to an end; a smaller proportion of students viewed work as a source of psychological satisfaction. The quantitative analyses revealed that students who considered more than one dimension of work in their internal constructions tended to rely on more adaptive means of career decision making. The results are discussed in light of previous research and current perspectives in career development theory. (Contains 3 tables.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10