scholarly journals Decisional procrastination of school-to-work transition: Personality correlates of career indecision

2015 ◽  
Vol 46 (1) ◽  
pp. 34-44 ◽  
Author(s):  
Augustyn Bańka ◽  
Aleksander Hauziński
Keyword(s):  
Multiple Regression ◽  
School To Work ◽  
Career Indecision ◽  
Stepwise Multiple Regression ◽  
Regression Analyses ◽  
School To Work Transition ◽  
Identity Statuses ◽  
Work Transition ◽  
Decisional Procrastination ◽  
Relationship Of

Abstract Procrastination as putting off until tomorrow what one had intended to do today is well-known tendency in everyday life. In an attempt to understand the character of procrastination in different life-domains, a large body of research has been accumulated over the last decades. This article was aimed to evaluate a specific decisional procrastination of school-to-work transition (SWT) that is treated as maturity postponement. Two studies are reported examining SWT procrastination defined as career indecision among Polish students graduating universities. In Study 1 (N=366), attitudinal and identity statuses were analyzed as correlates of career procrastination. A path analysis conducted for the model, which was aimed to explain the influence of career self-efficacy and occupational commitment on career indecision (dependent variable), revealed its very good fitness (RMSEA=.000). Those two independent variables explain 10% of career indecision variance. Stepwise multiple regression analyses conducted to ascertain relationship of five identity statuses (Brzezińska, Piotrowski, 2010) to procrastination measure (career indecision) showed that Commitment Making and Ruminative Exploration are strongest predictor variables. In study 2 (N=157), the stepwise multiple regression analyses conducted to ascertain the independent relationship of each of Big Five personality factor revealed that Neuroticism and Extraversion accounts of the most of explained variance of school-to-work transition procrastination.

School to Work Transition in Japan

1995 ◽  
Vol 21 (1) ◽  
pp. 204
Author(s):  
Gerald LeTendre ◽  
Kaori Okano
Keyword(s):  
School To Work ◽  
School To Work Transition ◽  
Work Transition

Work performance and support needs analysis of students with intellectual disabilities

2021 ◽  
pp. 1-10
Author(s):  
Hailee Baer ◽  
Kristen Welker ◽  
Carol Cox
Keyword(s):  
Intellectual Disabilities ◽  
Work Performance ◽  
School To Work ◽  
Support Needs ◽  
School To Work Transition ◽  
Employment Supports ◽  
Work Transition ◽  
Job Coach ◽  
Students With Intellectual Disabilities ◽  
Job Coaches

BACKGROUND: School-to-work transition planning for students with intellectual disabilities should include community-based early work experiences to prepare for possible future integrated employment. Employers have noted job performance levels and appropriate use of supports as important for maintaining employment. OBJECTIVE: The purpose of this study was to assess work performance and support needs of students with intellectual disabilities attending a short summer early work experience. METHOD: A small group of secondary-level school students with intellectual disabilities attended a summer-long vocational rehabilitation program where they worked with a job coach at a work setting. Student participants and their job coaches rated their perceptions of the students’ work performance quality and support needs on the Job Observation and Behavior Scale pre-post program. RESULTS: The groups deviated significantly in their pre-assessment and post-assessment ratings. Job coaches and students both reported significant increases in perception of quality of student performance. In addition, job coaches reported students needing significantly less employment supports by program end. Student participants also reported needing less employment supports by program end; however, results were not significant. CONCLUSIONS: When both student and job coach realistically view student work performance and supports needed, the school-to-work transition can be improved.

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