Youths' socialization to work and school within the family.
family; school engagement; work socialization; Youth Development Study
The present study tested a model of socialization to work in the family context and its implications as a lever for school engagement using a sample of 154 parent-youth dyads living in the United States. A path model was fitted to data. Findings revealed that parents' reported work experiences was aligned to youths' perception of their parents' success in the work domain. Also, a significant association was found between youth's perception of their parents' family success and youth's emotional and experiential conceptualizations of work. Furthermore, youth who viewed work as a positive experience were more likely to be engaged in schoolwork, both emotionally and cognitively. Implications for vocational guidance are discussed.
Lee Bora; Scholar Postdoctoral; Porfeli Erik
International journal for educational and vocational guidance
2015
2015-07
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
<a href="http://doi.org/10.1007/s10775-015-9302-x" target="_blank" rel="noreferrer noopener">10.1007/s10775-015-9302-x</a>
Who do you think you are? Medical student socioeconomic status and intention to work in underserved areas.
*Career Choice; *Intention; *Medically Underserved Area; Adolescence; Adolescent; Attitude of Health Personnel; Career Planning and Development; Ethnic Groups; Female; Humans; Intention; Male; Medical – Psychosocial Factors; Medical – Statistics and Numerical Data; Medical/*psychology/*statistics & numerical data; Medically Underserved Area; Medically underserviced areas; Practice location intentions; Scales; Sex Factors; Social Class; Socioeconomic status; Students; Widening participation; Young Adult
A frequently cited rationale for increasing the participation of students from low socioeconomic status (SES) backgrounds is that it will create a workforce who will choose to work in low SES and medically underserviced communities. Two theoretical arguments, one that supports and one that contradicts this assumption, are proposed to explain the practice location intentions of medical students which we examine in a longitudinal analysis. SES background and future intentions of 351 applicants to an undergraduate medical degree were assessed at Time 1, with intentions re-assessed one year later for 96% of those who were enrolled as medical students. Students from very low (and very high) SES backgrounds indicated lower intention to practice in low SES or medically underserviced areas than those from mid-range SES backgrounds. Males and students from non-English speaking backgrounds indicated less desire to work in low SES areas, perhaps explained by high aspirational motivation. SES accounted for a relatively small amount of variance in practice intentions. Alternate predictors of practice location, including individual values and training effects, and their implications for selection practice, are discussed.
Griffin Barbara; Porfeli Erik; Hu Wendy
Advances in health sciences education : theory and practice
2017
2017-05
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
<a href="http://doi.org/10.1007/s10459-016-9726-1" target="_blank" rel="noreferrer noopener">10.1007/s10459-016-9726-1</a>
Assessing noncognitive attributes: the primary care orientation scale.
*Career Choice; *Primary Health Care; *School Admission Criteria; *Schools; Achievement; Clinical Competence; Health Services Needs and Demand; Humans; Medical; Medicine; Motivation; Surveys and Questionnaires; United States; Vocational Guidance; Workforce
Porfeli Erik; Fabbro Stephanie K
The virtual mentor : VM
2012
2012-12
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
<a href="http://doi.org/10.1001/virtualmentor.2012.14.12.stas1-1212" target="_blank" rel="noreferrer noopener">10.1001/virtualmentor.2012.14.12.stas1-1212</a>