Career Choice Patterns and Behavior of Work-Bound Youth During Early Adolescence

Abstract

A national longitudinal database (NELS: 88-94, 1996) was used to examine the occupational aspiration patterns, vocational preparation, and work-related experiences of adolescents who were either work-bound or college-bound two years after their initial transition from high school to work or postsecondary education. Adolescents' career choice and behavior patterns were analyzed at two separate points. Grades 8 and 10 achievement profiles of work- and unemployment-bound youths were similar; both groups had significantly lower achievement scores than college-bound youths. Socioeconomic status (SES) had considerable influence on determining both occupational aspirations and postsecondary transition status. Two-thirds of all young adults who were work-bound or unemployed/out of the work force were in the lowest two SES groups. Adolescents in the highest SES were four times more likely to be college-bound. Educational aspiration was a more accurate predictor of postsecondary status than occupational aspiration. Work-bound youths did not engage in higher levels of school-based work preparation than college-bound peers. Occupational aspirations of college-bound youth were relatively stable over the two-year period (from Grade 8 to 10), while those of noncollege-bound youths were more volatile. The prestige levels of occupational aspirations, for all youth, were relatively established by early adolescence and did not change significantly over time.

Demographic and psychological predictors of grade point average (GPA) in North-Norway: a particular analysis of cognitive/school-related and literacy problems

“…A similar result was obtained by Rojewski and Kim (2003), who documented that weaker academic achievement is associated with reduced perceived vocational choices and ambitions.…”

“…We PREDICTORS OF GPA 5 therefore included a question about whether students had ever been in conflict with classroom rules, expecting that higher scores would negatively relate to GPA. Also, as educational aspirations have been related to academic achievement (Hegna, 2013;Rojewski & Kim, 2003), the students were asked to state the highest level of education they were planning to complete. We expected positive correlations between aspirations and GPA.…”

Necesidades De Información Y Orientación Del Alumnado De Formación Profesional en La Comunidad Autónoma De Andalucía

“…El alumnado de este nivel es el que posee una trayectoria académica previa menos exitosa (Romero Rodríguez et al, 2012), convirtiéndolo en el colectivo con mayores dificultades al afrontar la transición desde las instituciones escolares al mundo del trabajo. Dada la conexión entre el éxito escolar y el estatus social, económico y cultural (véanse las revisiones de White, 1982o Sirin, 2005, este colectivo estaría nutrido en cierta medida por estudiantes procedentes de contextos desfavorecidos, a los que se han atribuido especiales dificultades para hacer frente a los procesos de transición (Rojewski y Kim, 2003). Sobre ellos habrían de intensificarse las actuaciones de los diferentes agentes de orientación (profesorado de FOL, profesorado tutor y orientadores/as), los cuales tendrán que proveer la información y orientación necesarias para lograr el ajuste de sus competencias, intereses y aspiraciones a las oportunidades que ofrece el mercado laboral y a las posibilidades de continuar formándose, dentro o fuera del sistema educativo formal.…”

Classroom learning environment and gender : do they explain math self-efficacy, math outcome expectations, and math interest during early adolescence?

“…By eighth grade, students' educational aspirations were predictive of their career and academic choices two years after high school Rojewski & Kim, 2003;Van Bui, 2005). By early high school, students often have formulated and have potentially narrowed their academic and career aspirations (Akos et al.…”

“…Some researchers consider it most malleable until late adolescence, or early adulthood, at which point educational and career interests tentatively stabilize Rojewski, 2005;Rojewski & Kim, 2003).…”