Psychological, Educational, and Sociological Perspectives on by Anita C. Keller, Robin Samuel, Manfred Max Bergman, Norbert

By Anita C. Keller, Robin Samuel, Manfred Max Bergman, Norbert K. Semmer

This assortment covers how good fortune and healthiness relate to one another in early profession improvement within the domain names of employment and schooling. It offers a conceptual evaluate of luck and wellbeing and fitness as verified within the mental study culture, complemented through academic and sociological methods. the amount provides articles on good fortune and healthiness in utilized contexts, corresponding to future health as anyone source in the course of school-to-work transition, or wellbeing and fitness and luck on the place of work. paintings psychologists, social psychologists, academic researchers, and sociologists will locate this publication necessary, because it offers particular insights into social and mental tactics afforded through the combo of disciplines, recommendations, and a variety of approaches.

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Extra info for Psychological, Educational, and Sociological Perspectives on Success and Well-Being in Career Development

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3 %) has not entered post-obligatory education at the age of 18. 2 presents the five types of transition trajectories by gender, mother tongue, lower-secondary educational level, and parents’ educational level. Men serve apprenticeships more frequently, whereas women are particularly overrepresented in school-based education and in intermediate solutions followed by a certifying training position. The contradictory situation of women at the transition to upper-secondary education is thus confirmed.

3 % (Father’s educational attainment). 1 S. Bayard et al. 1). Men’s mean scores were significantly higher than women’s at all measurement points. 72). The standard deviations showed a diminishing trend over the three time points, but women revealed a broader scope than men. 45. These correlation coefficients suggest a good construct stability over time. 8 % made a smooth transition to school-based education after 9 years of compulsory schooling. 2 % made an early transition to school-based education.

Women’s greater success in attending demanding school tracks may augment the social expectations to succeed. When the internalized norms can only be partly fulfilled, the negative feelings of failure might be reflected in an unfavourable self-esteem development. But not only women experiencing failure, but also successful women in school-based tracks show a decline of self-esteem over time. The frame-of-reference effect, resulting in more negative self-assessments in class settings with a higher achievement level, seems to be more influential for women’s than for men’s self-esteem.

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