Work and School in Young Adulthood: The Role of Personal Financial Responsibilities and Parental Social Support

2019 ◽  
Vol 52 (7) ◽  
pp. 1059-1082
Author(s):  
Sugene Cho ◽  
Kelly M. Purtell
Keyword(s):  
Social Support ◽  
Young Adults ◽  
Postsecondary Education ◽  
Young Adulthood ◽  
National Sample ◽  
School Experiences ◽  
School Experience ◽  
Common Strategy ◽  
Perceived Relevance

Combining work while attending college is a common strategy for youth with limited financial means to pursue postsecondary education. However, we know relatively little about the socioeconomic contexts behind the different work and school decisions and whether the meaning of each work and school experience vary by different socioeconomic backgrounds. Following a national sample of young adults, this study explored how personal financial responsibilities and parental social support are associated with employment or enrollment in college and youths’ perceived relevance of them for their prospective careers. Youths’ personal financial responsibilities were associated with higher odds of working only and combining school and work, compared to attending college only. Youths’ personal financial responsibilities were positively linked to the career relevance of their work and school experiences, but only when they were experiencing low parental social support.

Adopted Adolescents at School: Social Support and Adjustment

2020 ◽  
pp. 0044118X2097703
Author(s):  
Carmen Paniagua ◽  
Irene García-Moya ◽  
Carmen Moreno
Keyword(s):  
Social Support ◽  
Conduct Problems ◽  
Teacher Support ◽  
School Experiences ◽  
Adjustment Problems ◽  
School Aged Children ◽  
The Social ◽  
Hbsc Study ◽  
Classmate Support

There is a need of additional research into the social aspects of adoptees’ school experiences. For that purpose, the present study used a sample of adopted ( n = 541) and non-adopted ( n = 582) adolescents from the Health Behavior in School-aged Children (HBSC) study in Spain. Specifically, we analyzed social support at school (from classmates and teachers), explored adjustment differences between domestic adoptees, intercountry adoptees, and non-adopted adolescents, and examined whether adoption status and adjustment problems explain potential differences in support from teachers and from classmates. Results showed more difficulties in domestic adoptees than in the other two groups. Furthermore, differences were found in the role of adoption status and adjustment problems in classmate and teacher support: once conduct problems were taken into account, the association between adoption status and classmate support became non-significant. In contrast, both conduct problems and adoption status were significant factors associated with lower teacher support.

scholarly journals Experiences of School as a Mediator between Interpersonal Competence and Happiness in Adolescents

2019 ◽  
Vol 35 (2) ◽  
pp. 259-268
Author(s):  
Kemal Baytemir
Keyword(s):  
Structural Equation ◽  
School Experiences ◽  
School Experience ◽  
Equation Modeling ◽  
Interpersonal Competence ◽  
Black Sea Region ◽  
Mediating Role ◽  
Research Findings ◽  
Perceptions Of School

The main purpose of this research is to examine the mediating role of the perception of school experiences in the relationship between interpersonal competence and happiness in adolescent.  The participants in the study consisted of a total of 268 students, 104 females (39%) and 164 males (61%), attending various high schools in a city in the mid-Black Sea region. The participating students’ ages ranged between 14 and 18, with an average age of 16.22 (SD = 1.2). In order to gather data the “Interpersonal Competence Scale”, “Perceived School Experience Scale ” and “Oxford Happiness Scale” were used as measures. According to the results of the research, interpersonal competence predicts perceptions of school experience and happiness, perception of school experience predicts happiness. Analysis by structural equation modeling revealed that the perception of school experience has a partial mediating role in relationship between interpersonal competence and happiness in adolescents. The research findings are discussed within the context of the related literature and some suggestions are provided for researchers and practitioners in the field of mental health. 

scholarly journals Discrimination Against Same Sex Attracted Youth: The Role of the School Counsellor

2008 ◽  
Vol 18 (1) ◽  
pp. 67-75 ◽  
Author(s):  
Mark Hohnke ◽  
Patrick O'Brien
Keyword(s):  
School Culture ◽  
Critical Role ◽  
School Experiences ◽  
School Management ◽  
School Experience ◽  
Same Sex ◽  
School Counsellor ◽  
School Counsellors ◽  
Inclusive School

AbstractBeginning with a discussion of current legislation in Australia around inclusion, this paper highlights recent research into the school experience of Same Sex Attracted Youth (SSAY), including the issues faced by students, and the negative outcomes of such experiences. The school experiences of SSAY youth is positioned within a social justice framework. The critical role that school counsellors can play in determining school culture is examined. The role of a school counsellor as part of a pastoral care team within school management is also highlighted. Factors that may influence a more supportive and inclusive school culture are discussed.

scholarly journals Strengthening Resilience in School – A Narrative Examination of How Teachers Promote Resilience by Providing Social Support

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Manuela Diers
Keyword(s):  
Social Support ◽  
Young Adults ◽  
High Risk ◽  
Young People ◽  
Significant Others ◽  
Children And Young Adults ◽  
Psychological Risks

The article presents a recent study on the question of how young people suffering from psychological risks in their environment recreate social support from teachers in their narratives and what kind of role teachers’ social support plays for children and young adults living at high risk and for strengthening resilience. It points out that teachers can initiate creative metamorphosis of biographical identity to help overcome trajectories of suffering. The link between biographical and resilience research is discussedon the basis of Marica’ si case. One key result is the importance of teachers in the role of significant others, a position which enables them to strengthen resilience. A constructive, trustful and approving teacherstudent relationship is the basis for the resilient development of children at high risk.

scholarly journals Risk and Protective Factors Associated With Support of Violent Radicalization: Variations by Geographic Location

2021 ◽  
Vol 66 ◽  
Author(s):  
B. Heidi Ellis ◽  
Alisa B. Miller ◽  
Georgios Sideridis ◽  
Rochelle Frounfelker ◽  
Diana Miconi ◽  
...  
Keyword(s):  
Social Support ◽  
Young Adults ◽  
Protective Factors ◽  
Geographic Location ◽  
Risk And Protective Factors ◽  
Full Sample ◽  
And Gender ◽  
Anxiety Depression ◽  
Somali Youth

Objectives: We examine the association between perceived discrimination, mental health, social support, and support for violent radicalization (VR) in young adults from three locations across two countries: Montréal and Toronto, Canada, and Boston, United States. A secondary goal is to test the moderating role of location.Methods: A total of 791 young adults between the ages of 18 and 30, drawn from the Somali Youth longitudinal study and a Canada-based study of college students, participated in the study. We used multivariate linear regression to assess the association between scores on the Radical Intentions Scale (RIS) with demographic characteristics, anxiety, depression, social support, and discrimination.Results: In the full sample, discrimination, age, and gender were associated with RIS scores. When we examined moderation effects by location, RIS scores were associated with depression only in Montréal, and with social support (negatively) and discrimination in Toronto. None of the variables were significant in Boston.Conclusion: These findings suggest that an understanding of risk and protective factors for support of VR may be context-dependent. Further research should take into consideration local/regional differences.

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