An Examination of the Relationship Between Postschool Outcomes and Autonomy, Psychological Empowerment, and Self-Realization

2016 ◽  
Vol 51 (2) ◽  
pp. 115-124 ◽  
Author(s):  
Karrie A. Shogren ◽  
Jaehoon Lee ◽  
Pavel Panko
Keyword(s):  
Postsecondary Education ◽  
Social Engagement ◽  
Independent Living ◽  
Psychological Empowerment ◽  
Strong Relationship ◽  
Future Research ◽  
Postschool Outcomes ◽  
Transition Study ◽  
Using Data ◽  
The Impact

This study examined, using data from the National Longitudinal Transition Study–2, the impact of constructs associated with self-determination (i.e., autonomy, self-realization, and psychological empowerment measured while youth were in secondary school) on postschool—(a) employment and payment/benefits, (b) education, (c) independent living, and (d) social engagement—outcomes. Findings suggest that up to 8 years after youth exited school, autonomy, self-realization, and psychological empowerment predict postschool outcomes. Psychological empowerment showed a strong relationship with employment wages and benefits, and autonomy and self-realization contributed to predicting independent living and postsecondary education enrollment. Implications for future research and practice are discussed.

Self-Determination and the Enrollment in and Completion of Postsecondary Education for Students With Disabilities

2016 ◽  
Vol 40 (4) ◽  
pp. 225-234 ◽  
Author(s):  
Stefania D. Petcu ◽  
M. Lee Van Horn ◽  
Karrie A. Shogren
Keyword(s):  
Students With Disabilities ◽  
Postsecondary Education ◽  
Psychological Empowerment ◽  
Secondary Analysis ◽  
Self Determination ◽  
Education Programs ◽  
Research And Practice ◽  
Transition Study ◽  
Using Data ◽  
National Longitudinal Transition Study

This study conducted a secondary analysis using data from the National Longitudinal Transition Study–2 (NLTS-2) to examine the degree to which three of the four essential characteristics of self-determination (autonomy, psychological empowerment, and self-realization) predict enrollment in, and completion of, postsecondary education programs for students with disabilities. Results suggest autonomy and psychological empowerment influence students’ enrollment in postsecondary education programs; higher levels of autonomy in females increase their odds of enrolling in a 4-year university; and students attending a rural school with higher levels of psychological empowerment are less likely to enroll in a 4-year university. Self-realization was the only characteristic that affected students’ completion of a postsecondary education program. Implications of the findings for research and practice are discussed.

scholarly journals Exploring Essential Characteristics of Self-Determination for Diverse Students Using Data From NLTS2

2013 ◽  
Vol 37 (3) ◽  
pp. 168-176 ◽  
Author(s):  
Karrie A. Shogren ◽  
William Kennedy ◽  
Chantelle Dowsett ◽  
Mauricio Garnier Villarreal ◽  
Todd D. Little
Keyword(s):  
Emotional Disturbances ◽  
Self Determination ◽  
Future Research ◽  
Hearing Impairments ◽  
Race Ethnicity ◽  
Transition Study ◽  
Using Data ◽  
National Longitudinal Transition Study ◽  
High Incidence Disabilities ◽  
The Impact

This study explored the impact of race/ethnicity on three of the four essential characteristics of self-determination—autonomy, self-realization, and psychological empowerment—directly assessed in the National Longitudinal Transition Study-2. Specifically, the impact of race/ethnicity was examined with six disability groups established in previous research: high incidence disabilities (learning disabilities, emotional disturbances, speech language impairments, and other health impairments), sensory disabilities (visual and hearing impairments), cognitive disabilities (autism, multiple disabilities, and deaf-blindness); intellectual disability, traumatic brain injury, and orthopedic impairments. Measurement equivalence was established across groups, but significant differences in the latent means, variances, and covariances were found suggesting a complex pattern of differences based on race/ethnicity within disability groups. Implications for future research and practice are discussed.

The Effects of the Expansion of For-Profit Colleges on Student Enrollments and Outcomes at Community Colleges

2018 ◽  
Vol 40 (4) ◽  
pp. 631-652 ◽  
Author(s):  
Adela Soliz
Keyword(s):  
Community College ◽  
Postsecondary Education ◽  
Large Scale ◽  
Higher Education System ◽  
For Profit ◽  
Education Data ◽  
Education Levels ◽  
Short And Long Term ◽  
Using Data ◽  
The Impact

This study is the first large-scale examination of the impact of for-profit colleges on the enrollment and outcomes of students at other postsecondary institutions. Using data primarily from the Integrated Postsecondary Education Data System (IPEDS) and a differences-in-differences approach, I estimate the effect of a new for-profit college opening on community college enrollments and degree completions, as well as county education levels. My results suggest that community college enrollments and degree completions do not decline when a new degree-granting for-profit college opens nearby. Furthermore, I find evidence that the county-level production of short- and long-term certificates increases after a new for-profit college opens, though the number of associate’s degrees does not increase. This evidence should serve to broaden conversations about the role of for-profit colleges in the larger landscape of the American higher education system.

An Analysis by Gender of Long-Term Postschool Outcomes for Youth with and without Disabilities

1994 ◽  
Vol 61 (3) ◽  
pp. 282-300 ◽  
Author(s):  
Phyllis Levine ◽  
Eugene Edgar
Keyword(s):  
Gender Differences ◽  
Learning Disabilities ◽  
Mental Retardation ◽  
School Districts ◽  
Marital Status ◽  
Postsecondary Education ◽  
Independent Living ◽  
Mild Mental Retardation ◽  
Postschool Outcomes

This study analyzed gender differences in postschool outcomes for youth with learning disabilities, mild mental retardation, and no disabilities. Data were collected on two cohorts of graduates (549 youth who were graduated in 1985; 398 youth, in 1990) from three school districts. Data were collected at 1, 2, 6, and 7 years postgraduation. Comparisons were made between genders within disability groups on employment, postsecondary education attendance and graduation, engagement, independent living, marital status, and parenting. In contrast to the findings of other studies, few significant differences were noted between genders, except for the parenting category. A similar analysis between youth by disability category resulted in considerably more significant differences.

scholarly journals Impact of Training on Employees' Performance

2020 ◽  
Vol V (III) ◽  
pp. 120-128
Author(s):  
Muhammad Zia-ur-Rehman ◽  
Riaz Hussain Ansari ◽  
Himayat Ali
Keyword(s):  
Strong Correlation ◽  
Employee Performance ◽  
Strong Relationship ◽  
Levels Of Analysis ◽  
Future Research ◽  
Hr Practices ◽  
The Impact ◽  
Positive Effect

The aim of this paper is to examine the impact of training on employee performance. The study investigates the association and offers proposals for additional investigations. There is a need to check the HR Practices and also quantify the effect across employees' performance. Based on the studies conducted by previous researchers, the study shows similar results that training practices and employee performance have a strong correlation. Taking other aspects into account, it can be said in general that the research discoveries are shifted; however, context remains similar. A few studies have discovered a positive affiliation, some negative, and some no affiliation at all. It was found from the result of the study that training has a positive effect on employee performance. This study shows that there is a solid relationship between training and employee performance. Therefore our result matched with the above researcher. The research shows a strong relationship between training and employee performance. The paper concludes with direction for future research by putting in the various levels of analysis on investigating the effect of training on employee performance.

The Impact of Job Characteristics on Burnout Among Chinese Correctional Workers

2016 ◽  
Vol 62 (2) ◽  
pp. 551-570 ◽  
Author(s):  
Xiaohong Jin ◽  
Ivan Y. Sun ◽  
Shanhe Jiang ◽  
Yongchun Wang ◽  
Shufang Wen
Keyword(s):  
Role Conflict ◽  
Job Stress ◽  
Correctional Officers ◽  
Job Characteristics ◽  
Community Correction ◽  
Future Research ◽  
Role Clarity ◽  
Occupational Burnout ◽  
Using Data ◽  
The Impact

Job burnout has long been recognized as a common occupational hazard among correctional workers. Although past studies have investigated the effects of job-related characteristics on correctional staff burnout in Western societies, this line of research has largely been absent from the literature on community corrections in China. Using data collected from 225 community correction workers in a Chinese province, this study assessed the effects of positive and negative job characteristics on occupational burnout. Positive job characteristics included job autonomy, procedural justice, and role clarity. Negative characteristics included role conflict, job stress, and job dangerousness. As expected, role clarity tended to reduce burnout, whereas role conflict, job stress, and job dangerousness were likely to produce greater burnout among Chinese community correction workers. Male correctional officers were also subjected to a higher level of burnout than their female coworkers. Implications for future research and policy were discussed.

scholarly journals The Efficacy of Ethnic Stacking: Military Defection during Uprisings in Africa

2019 ◽  
Vol 5 (4) ◽  
pp. 695-702 ◽  
Author(s):  
Julien Morency-Laflamme ◽  
Theodore McLauchlin
Keyword(s):  
Large Scale ◽  
Armed Forces ◽  
Future Research ◽  
Group Loyalty ◽  
Limited Support ◽  
History Of ◽  
Group Members ◽  
Using Data ◽  
The Cost ◽  
The Impact

Abstract Does ethnic stacking in the armed forces help prevent military defection? Recent research, particularly in Africa and the Middle East, suggests so; by favoring in-groups, regimes can keep in-group soldiers loyal. In-group loyalty comes at the cost of antagonizing members of out-groups, but many regimes gladly run that risk. In this research note, we provide the first large-scale evidence on the impact of ethnic stacking on the incidence of military defection during uprisings from below, using data on fifty-seven popular uprisings in Africa since formal independence. We find clear evidence for the downside: ethnic stacking is associated with more frequent defection if out-group members are still dominant in the armed forces. We find more limited support for the hypothesized payoff. Ethnic stacking may reduce the risk of defection, but only in regimes without a recent history of coup attempts. Future research should therefore trace the solidification of ethnic stacking over time.

Outliers in L2 Research in Applied Linguistics: A Synthesis and Data Re-Analysis

2020 ◽  
Vol 40 ◽  
pp. 26-55 ◽  
Author(s):  
Christopher Nicklin ◽  
Luke Plonsky
Keyword(s):  
Phase I ◽  
Relative Effectiveness ◽  
Reaction Time Data ◽  
Future Research ◽  
Time Data ◽  
Two Phase ◽  
Raw Data ◽  
Study Results ◽  
Using Data ◽  
The Impact

AbstractData from self-paced reading (SPR) tasks are routinely checked for statistical outliers (Marsden, Thompson, & Plonsky, 2018). Such data points can be handled in a variety of ways (e.g., trimming, data transformation), each of which may influence study results in a different manner. This two-phase study sought, first, to systematically review outlier handling techniques found in studies that involve SPR and, second, to re-analyze raw data from SPR tasks to understand the impact of those techniques. Toward these ends, in Phase I, a sample of 104 studies that employed SPR tasks was collected and coded for different outlier treatments. As found in Marsden et al. (2018), wide variability was observed across the sample in terms of selection of time and standard deviation (SD)-based boundaries for determining what constitutes a legitimate reading time (RT). In Phase II, the raw data from the SPR studies in Phase I were requested from the authors. Nineteen usable datasets were obtained and re-analyzed using data transformations, SD boundaries, trimming, and winsorizing, in order to test their relative effectiveness for normalizing SPR reaction time data. The results suggested that, in the vast majority of cases, logarithmic transformation circumvented the need for SD boundaries, which blindly eliminate or alter potentially legitimate data. The results also indicated that choice of SD boundary had little influence on the data and revealed no meaningful difference between trimming and winsorizing, implying that blindly removing data from SPR analyses might be unnecessary. Suggestions are provided for future research involving SPR data and the handling of outliers in second language (L2) research more generally.

scholarly journals The Impact of Perceived Subgroup Formation on Transactive Memory Systems and Performance in Distributed Teams

2016 ◽  
Vol 12 (1) ◽  
pp. 44-66 ◽  
Author(s):  
Yide Shen ◽  
Michael J. Gallivan ◽  
Xinlin Tang
Keyword(s):  
Team Performance ◽  
Memory Systems ◽  
Transactive Memory ◽  
Distributed Teams ◽  
Future Research ◽  
Negative Effect ◽  
Group Members ◽  
And Performance ◽  
Using Data ◽  
The Impact

With distributed teams becoming increasingly common in organizations, improving their performance is a critical challenge for both practitioners and researchers. This research examines how group members' perception of subgroup formation affects team performance in fully distributed teams. The authors propose that individual members' perception about the presence of subgroups within the team has a negative effect on team performance, which manifests itself through decreases in a team's transactive memory system (TMS). Using data from 154 members of 41 fully distributed teams (where no group members were colocated), the authors found that members' perceptions of the existence of subgroups impair the team's TMS and its overall performance. They found these effects to be statistically significant. In addition, decreases in a group's TMS partially mediate the effect of perceived subgroup formation on team performance. The authors discuss the implications of their findings for managerial action, as well as for researchers, and they propose directions for future research.

Direct and indirect influences of socio-economic position on the wellbeing of older adults: a Structural Equation Model using data from the first wave of the Irish Longitudinal Study on Ageing

2016 ◽  
Vol 37 (9) ◽  
pp. 1770-1797 ◽  
Author(s):  
JONATHAN PRATSCHKE ◽  
TRUTZ HAASE ◽  
KIERAN McKEOWN
Keyword(s):  
Older Adults ◽  
Longitudinal Study ◽  
Structural Equation ◽  
Social Inequalities ◽  
Likelihood Estimation ◽  
Future Research ◽  
Emotional Wellbeing ◽  
Economic Position ◽  
Using Data ◽  
The Impact

ABSTRACTThe authors use Structural Equation Modelling techniques to analyse the determinants of wellbeing amongst older adults using data from the first wave of the Irish Longitudinal Study on Ageing (TILDA), a rich source of data on people aged over 50 and living in private households. The analysis uses a two-group linear statistical model to explore the influence of socio-economic position on the wellbeing of men and women, with Full Information Maximum Likelihood estimation to handle missing data. The fit indices for the final model are highly satisfactory and the measurement structure is invariant by gender and age. The results indicate that socio-economic position has a significant direct influence on wellbeing and a strong indirect influence which is mediated by health status and lifestyle. The total standardised effect of Socio-economic Position on Socio-emotional Wellbeing is statistically significant (p⩽ 0.05) and equal to 0.32 (men) and 0.43 (women), a very strong influence which risks being underestimated in standard multivariate models. The authors conclude that health, cognitive functioning and wellbeing reflect not just the ageing process, but also the impact of social inequalities across the lifecourse and how they are transmitted across different life spheres. These results can help to orient future research on factors which mediate between socio-economic position and wellbeing, an important policy-related issue.

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