Effects of working on adolescent development.

Steinberg, Laurence; Grennberger, Ellen; Ruggiero, Mary; Garduque, Laurie; Vaux, Alan

doi:10.1037/0012-1649.18.3.385

Cited by 115 publications

(98 citation statements)

References 11 publications

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“…However, the development of cynicism does not stop at this stage. Steinberg, Greenberger, Ruggiero, Garduque, and Vaux (1982) found that part-time employment experience led to the development of cynical attitudes toward work among high school students. Personal feelings and experiences of cynicism depict individual characteristics, which are distinct from social beliefs (Kurman, 2011), but as people grow through experience and interact with others, they form judgments about human nature and social institutions, developing social cynicism.…”

Section: Discussionmentioning

confidence: 99%

Do people’s world views matter? The why and how.

Chen¹,

Lam²,

Wu³

et al. 2016

Journal of Personality and Social Psychology

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Publisher's copyright statement:c 2016 APA, all rights reserved. This article may not exactly replicate the nal version published in the APA journal. It is not the copy of record.Additional information: Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. Over the past decades, personality and social psychologists have extensively investigated the role of self-views in individual functioning. Research on world views, however, has been less generative due to overly specific conceptualizations, and little research about how and why they impact life outcomes. To answer the questions of why and how world views matter, we conducted seven studies to examine the functions, antecedents, and consequences of generalized beliefs about the world, operationalized as social axioms (Leung et al., 2002). This research focused on two axiom factors, viz., social cynicism and reward for application. These axioms were found to explain individual differences in self-views over and above personality traits in Hong Kong and US samples (Study 1) and to explain cultural differences in self-views in addition to self-construals among Mainland Chinese, Hong Kong Chinese, East Asian Canadians, and European Canadians (Study 2). Endorsement of social axioms by participants, their parents, and close friends was collected from Mainland China, Hong Kong, and Canada to infer parental and peer influences on world views (Study 3). World views affected psychological well-being through the mediation of positive self-views across three age groups, including children, adolescents, and young adults (Study 4) and over time (Study 5). The mediation of negative self-views was through comparative self-criticism rather than internalized self-criticism (Study 6). Holistic thinking moderated the effect of social cynicism on self-views and psychological well-being (Study 7). These results converge to show that both world views as a distal force and self-views as a proximal force matter in people's subjective evaluation of their lives. The Why and How.As a cognitive framework that helps people organize information about the self and guide their social behavior, the utility of positive and negative self-views has received growing attention in the past three decades (e.g., Kuiper & Rogers, 1979;Markus, 1977). Theory and research have demonstrated that self-views function like schemas and beliefs to affect psychological outcomes, fueling the popularity of self-help books and programs designed to boost self-esteem (Swann & Seyle, 2005).Recent critiques, however, have challenged the ...

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Section: Discussionmentioning

confidence: 99%

Do people’s world views matter? The why and how.

Chen¹,

Lam²,

Wu³

et al. 2016

Journal of Personality and Social Psychology

View full text Add to dashboard Cite

show abstract

“…In one of the only longitudinal studies other than the YDS (Mortimer, 2003) and a study by Steinberg et al (Steinberg, Greenberger, Garduque, Ruggiero, & Vaux, 1982), 483 American high school students completed measures of work preferences, work values, and career indecision. There was evidence that part-time work enhances work values.…”

Section: Adolescent Work Identity Autonomy and Vocational Developmentmentioning

confidence: 99%

Adolescent Work, Vocational Development, and Education

Zimmer‐Gembeck

Mortimer

2006

Review of Educational Research

119

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This review examines contemporary issues in vocational development with emphasis on adolescents' work experiences in social context. Attention is directed to the changing social and cultural context for vocational development, the influence of work experience on adolescent development and educational achievement, and theoretical approaches that guide contemporary studies of vocational development and career maturity. In light of the utility of current theories, new directions are suggested to enhance understanding of adolescent employment, vocational development, and educational pursuits. Social policy initiatives to promote adolescents' exercise of agency and their vocational development are considered. Adolescent Work, Vocational Development, and EducationAlthough working is an integral aspect of most teenagers' lives, little scholarly attention has been given to the developmental consequences of adolescent employment. In this review, we summarize contemporary theoretical and empirical issues, with emphasis on the ways in which adolescent work experience may impact educational, vocational and other domains of development. Integrating our perspectives in lifespan developmental psychology and life course sociology, we address key questions.Our review is informed by Bronfenbrenner's (1979) dictum that multiple arenas of life must be considered in tandem to comprehend any one sphere's influence on human development. As such, the organizing framework for this review is the influence of environment on adolescent development; the many activities that, when considered together, make up the social ecology of adolescent life, and the objective and subjective qualities of adolescents' activities. We start with the macrosystem by providing some socio-historical background on adolescent work. Following this, we address the question, how do the current social and cultural contexts condition adolescent work and the effects of adolescent employment on vocational, educational and other spheres of development? Next, we continue to emphasize the work environment as consequential in adolescents' lives by reviewing what we know about the influence of work on adolescent development, including educational pursuits.Following these discussions of contextual influences, we assess current theories that guide contemporary studies of vocational maturation and career choice processes, and new emergent issues. We ask whether this literature informs our understanding of the impacts of adolescent work and the qualities of work on development. We then address research design issues and directions that are needed to enhance our understanding of adolescent employment and

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“…(Current Population Survey, Bureau of Labor Statistics) dropout, or continuing education after high school. Among the studies with more positive outcomes from combining school and work, Steinberg et al (1982) found either no correlation or a positive correlation between working while in school and Grade Point Average. Lillydahl (1990) reported that working up to 13.5 hours per week has a positive effect on GPA.…”

Section: Introductionmentioning

confidence: 99%

High school employment, school performance, and college entry

Lee

Orazem

2010

Economics of Education Review

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The proportion of U.S. high school students working during the school year ranges from 23% in the freshman year to 75% in the senior year. This study estimates how cumulative work histories during the high school years affect probability of dropout, high school academic performance, and the probability of attending college. Variation in individual date of birth and in state truancy laws along with the strength of local demand for low-skill labor are used as instruments for endogenous work hours during the high school career. Working more hours during the academic year does not affect high school academic performance. However, increased high school work intensity raises the likelihood of completing high school but lowers the probability of going to college. These results are similar for boys and girls, and so working during high school does not explain the widening gap in college entry between men and women. ________________________

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Effects of working on adolescent development.

Cited by 115 publications

References 11 publications

Do people’s world views matter? The why and how.

Do people’s world views matter? The why and how.

Adolescent Work, Vocational Development, and Education

High school employment, school performance, and college entry

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