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Descriptors:
Educational Attainment; Moral Values; Work Ethic; Correlation; Beliefs; Interviews; Employment Level; Scores; Measures (Individuals)

Abstract:
This article argues that work ethic research has suffered from a tendency to conflate preference and morality, and that this has been particularly detrimental to our understanding of the relationship between commitment to the work ethic and educational attainment. The work ethic is almost always measured quantitatively, yet in-depth research offers a fuller understanding of individuals' moral beliefs and motivations, and it can provide possible explanations for the very different results established by the various quantitative measures. Findings from 50 in-depth interviews offered support to those who claim that work morality is largely a "wealth ethic"--about not being dependent upon state benefits. Education strongly influenced moral beliefs. Crucially, while the more educated were the least likely to moralise in favour of work or the "wealth ethic" and most disliked lower status employment, they could expect to score highly on measures of the work ethic that emphasise preference rather than morality because their education usually secured them enjoyable "career" jobs. Furthermore, the fact that preferences play such an important part in work ethic measurement might help explain the discrepancy between theoretical claims of a declining work ethic and empirical studies which demonstrate that it is thriving. (Contains 6 tables and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; Credentials; College Faculty; Adjunct Faculty; Professional Development; Teacher Surveys; Teacher Attitudes; Institutional Mission; Questionnaires; Trend Analysis; Academic Degrees; Mentors; Demography; Employment Level; Teaching Load

Abstract:
Adjunct faculty make up a large contingent of faculty teaching in today's colleges and universities. In fact, the use of adjunct faculty allows these institutions to fulfill their educational missions. Much is written in the popular press and in periodicals dedicated to higher education about adjunct faculty. While some of this is accurate, a great deal of this seems to be based on assumptions about adjunct faculty members. This report describes the results of the second survey conducted by the Maryland Consortium for Adjunct Faculty Professional Development of adjunct faculty in the state of Maryland. This survey, done in 2009, sought to determine what trends exist in adjunct faculty responses to an in-depth questionnaire administered to 1,645 adjunct faculty. The survey focused on adjunct faculty members' opinions and demographic information, including degrees and credentials, number of adjunct positions held, number of courses typically taught, and types of professional development offered for adjuncts in their higher education institutions. Implications for current practice, especially in professional development, and future research are included. (Contains 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Attainment; Job Satisfaction; Young Adults; Structural Equation Models; Outcomes of Education; Career Development; Adolescents; Socioeconomic Influences; Parent Influence; Predictor Variables; Expectation; Success; Gender Differences; Family Income; Grade Point Average; Employment Level

Abstract:
Building on the Wisconsin Model of Status Attainment, this study examined the contextual process of obtaining educational attainment and the subsequent work outcomes and career satisfaction. This study used the National Longitudinal Study of Adolescent Health (Add Health) with structural equation modeling techniques to assess US participants from adolescence to young adulthood (N = 8309). Socioeconomic resources provided by parents in adolescence directly predicted education outcomes and were partially mediated by family success expectations. Family success expectations were an important predictor of education outcomes. Neither socioeconomic resources nor success expectations directly predicted work outcomes or career satisfaction. Instead, education was the direct predictor of career satisfaction with work outcomes partially mediating. A multiple group analysis was conducted to compare outcomes between men and women. The discussion explores the implications of the findings and educational attainment for young adults in a global society. (Contains 3 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Social Change; Persistence; Foreign Countries; Probability; Educational Attainment; Correlation; Economic Climate; National Surveys; Employment Level; Risk; Employment Qualifications; Competition; Theories; Underemployment; Models

Abstract:
This paper examines long-term changes in the persistence of overeducation among individual workers, focusing on the relationship between the rate of those changes and the general economic situation. All analyses are based on data from the Polish Panel Survey (POLPAN) conducted throughout the post-communist transition period, 1988-2008. The results suggest that being in a job with too low educational requirements is stable through time and raises the probability of experiencing the same situation five years later. The incidence of overeducation increased in the studied period, most rapidly during recession. The youngest cohorts, workers aged 26-35 in 2008, faced a higher risk of persistent overqualification than other cohorts. These findings are consistent with Thurow's job competition theory, as well as Sattinger's job assignment model. (Contains 6 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Employment Level; Employed Women; Organizations (Groups); Housework; Marital Status; Older Adults; Stress Variables; Correlation; National Surveys; Interviews; Telecommunications; Adults; Gender Differences; Role

Abstract:
Purpose of the study: This study examines how employment status (worker vs. retiree) and life course influences (age, gender, and marital status) are associated with time spent on daily household chores. Second, this study assesses whether the associations between daily stressors and time spent on daily household chores differ as a function of employment status and life course influences. Design and methods: Men and women aged 55-74 from the National Study of Daily Experiences (N = 268; 133 workers and 135 retirees), a part of the National Survey of Midlife in the United States (MIDUS), completed telephone interviews regarding their daily experiences across 8 consecutive evenings. Results: Working women spent more than double the amount of time on daily household chores than working men. Unmarried retirees spent the most time on daily household chores in comparison to their counterparts. There was a trend toward significance for the association between home stressors from the previous day and time spent on daily household chores as a function of employment and marital status. Implications: These findings highlight the importance of gender and marital status in the associations between employment status and time spent on daily household chores and the role that daily stressors, in particular home stressful events, have on daily household chore participation. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Employment Level; On the Job Training; Foreign Countries; Feedback (Response); Incidence; Employment Potential; Human Capital; Older Workers

Abstract:
This paper investigates whether on-the-job training has an effect on the employability of workers. Using data from the Netherlands we disentangle the true effect of training incidence from the spurious one determined by unobserved individual heterogeneity. We also take into account that there might be feedback from shocks in the employment status to future propensity of receiving firm-provided training. We find that firm-provided training significantly increases future employment prospects. This also holds for older workers, suggesting that firm-provided training may be an important instrument to retain older workers at work. (Contains 15 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Employees; Lifelong Learning; Intention; Educational Attainment; Influences; Gender Differences; Employment Level; Job Security; Job Satisfaction; Career Development; Work Environment; Individual Characteristics; Hierarchical Linear Modeling; Foreign Countries

Abstract:
In the continuously changing society and knowledge-intensive economy, the demand for the recurrent updating of competencies is coming to the fore for all employees, including low-qualified employees. Employees are considered low qualified when they do not have a starter qualification for higher education. Although many educational studies have focused on fostering learning under favorable circumstances, learning under less favorable circumstances--such as fewer career prospects and restricted possibilities for professional and personal development associated with low qualifications--has received fairly little attention. Participants in this cross-sectional, survey-based study were 246 low-qualified employees from eight different organizations. Results of the multilevel analyses show gender differences and differences between employees with different types of employment contracts. In addition, the seniority of employees showed a negative relation with learning intentions. Finally, learning intentions were positively predicted by self-directedness, financial satisfaction, and perceived support for learning. (Contains 2 figures and 7 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Success; Employment Level; Educational Attainment; Attention Deficit Hyperactivity Disorder; Outcomes of Education; Young Adults; High School Students; Comparative Analysis; Predictor Variables; Academic Achievement; College Attendance; Postsecondary Education; Behavior Problems; Low Achievement

Abstract:
Decreased success at work and educational attainment by adulthood are of concern for children with ADHD given their widely documented academic difficulties; however there are few studies that have examined this empirically and even fewer that have studied predictors and individual variability of these outcomes. The current study compares young adults with and without a childhood diagnosis of ADHD on educational and occupational outcomes and the predictors of these outcomes. Participants were from the Pittsburgh ADHD Longitudinal Study (PALS), a prospective study with yearly data collection. Significant group differences were found for nearly all variables such that educational and occupational attainment was lower for adults with compared to adults without histories of childhood ADHD. Despite the mean difference, educational functioning was wide-ranging. High school academic achievement significantly predicted enrollment in post-high school education and academic and disciplinary problems mediated the relationship between childhood ADHD and post-high school education. Interestingly, ADHD diagnosis and disciplinary problems negatively predicted occupational status while enrollment in post-high school education was a positive predictor. Job loss was positively predicted by a higher rate of academic problems and diagnosis of ADHD. This study supports the need for interventions that target the child and adolescent predictors of later educational and occupational outcomes in addition to continuing treatment of ADHD in young adulthood targeting developmentally appropriate milestones, such as completing post-high school education and gaining and maintaining stable employment. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Employment Level; Personality Traits; Psychological Patterns; Well Being; Foreign Countries; Personality; Marital Status; Life Satisfaction; Correlation; Validity; Income; Personality Measures; Extraversion Introversion

Abstract:
Although the statistically significant relationship between personality traits and subjective well-being (i.e., self-reported happiness and life satisfaction) is well-known in the field of positive psychology, some scholars still cast doubt on the external validity of this finding and the strength of personality dimensions vis-a-vis other individual-level determinants of subjective well-being such as income, employment status, marital status, self-reported health, and so on. Using a nationally representative, face-to-face survey fielded in South Korea in 2009, we find that personality traits (measured by the Five-factor Model)--particularly, Emotional Stability and Extraversion--are positively associated with happiness and life satisfaction, after controlling for other covariates. The effects of personality traits are often on par with, and sometimes even greater than, those of other well-known determinants. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Attainment; Well Being; Foreign Countries; Probability; Followup Studies; Academic Achievement; Success; Income; Correlation; Social Theories; Education Work Relationship; Guidelines; Social Indicators; Adolescents; Parents; Parent Child Relationship; Employment Level

Abstract:
Many studies have examined the effect of life events, education, and income on well-being. Conversely, research concerning well-being as a predictor of life course outcomes is sparse. Diener's suggestion "to inquire about the effects of well-being on future behavior and success" has, with some exceptions, not yet come to fruition. This article contributes to this body of research. We conceptualize and analyze the interplay between educational achievement, occupational success, and well-being as a complex process. The relationship between these domains is examined drawing on a structure-agency framework derived from Bourdieu and Social Comparison Theory. Social comparison between adolescents and their parents is suggested to be the mechanism explaining the effects of successful and unsuccessful intergenerational transmission of educational achievement and occupational success on well-being. It is further argued that well-being may serve as an individual resource by fostering educational and occupational outcomes. Panel data from the Transition from Education to Employment (TREE) project, a Swiss PISA 2000 follow-up study, was used. The interplay between well-being and successful and unsuccessful intergenerational transfer of educational attainment was analyzed in an autoregressive cross-lagged mixture model framework. Social comparison was found to be related to well-being, while well-being proved to significantly increase the probability of successful intergenerational transfer of educational attainment. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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