Suchergebnisse

Context: In the present study, we explore what motivates young adults to re-engage with education or employment after a period of non-engagement. Insights into this process facilitate the implementation of tailored support measures for at-risk groups. It is well-known that young people who are not involved in any kind of education, employment, or training face further risks to their professional and psychological development. Methods: Using a grounded theory approach, interviews with young adults from various educational tracks were analyzed, compared, and contrasted. The sample was focused mainly on apprentices in extra-vocational training and professionals working with young people to describe the process of re-engaging in detail (n = 30). Findings: Our analyses suggested that frustrating prior experiences and offers to participate in government-funded vocational training prompted motivation to learn an occupational skillset. Undergoing an apprenticeship enabled young adults to develop the motivation to finish vocational training and to plan on further education. Conclusion: The implications of these results as they pertain to Germany's labor market policies, which foster a sense of individual responsibility to facilitate the achievement of professional success, are discussed. Furthermore, the implications for supporting further educational aspirations when working with young adults are discussed. (DIPF/Orig.)

Context: In the present study, we explore what motivates young adults to re-engage with education or employment after a period of non-engagement. Insights into this process facilitate the implementation of tailored support measures for at-risk groups. It is well-known that young people who are not involved in any kind of education, employment, or training face further risks to their professional and psychological development. Methods: Using a grounded theory approach, interviews with young adults from various educational tracks were analyzed, compared, and contrasted. The sample was focused mainly on apprentices in extra-vocational training and professionals working with young people to describe the process of re-engaging in detail (n = 30). Findings: Our analyses suggested that frustrating prior experiences and offers to participate in government-funded vocational training prompted motivation to learn an occupational skillset. Undergoing an apprenticeship enabled young adults to develop the motivation to finish vocational training and to plan on further education.Conclusion: The implications of these results as they pertain to Germany's labor market policies, which foster a sense of individual responsibility to facilitate the achievement of professional success, are discussed. Furthermore, the implications for supporting further educational aspirations when working with young adults are discussed.

Context: In the present study, we explore what motivates young adults to re-engage with education or employment after a period of non-engagement. Insights into this process facilitate the implementation of tailored support measures for at-risk groups. It is well-known that young people who are not involved in any kind of education, employment, or training face further risks to their professional and psychological development. Methods: Using a grounded theory approach, interviews with young adults from various educational tracks were analyzed, compared, and contrasted. The sample was focused mainly on apprentices in extra-vocational training and professionals working with young people to describe the process of re-engaging in detail (n = 30). Findings: Our analyses suggested that frustrating prior experiences and offers to participate in government-funded vocational training prompted motivation to learn an occupational skillset. Undergoing an apprenticeship enabled young adults to develop the motivation to finish vocational training and to plan on further education.Conclusion: The implications of these results as they pertain to Germany's labor market policies, which foster a sense of individual responsibility to facilitate the achievement of professional success, are discussed. Furthermore, the implications for supporting further educational aspirations when working with young adults are discussed.

Context: In the present study, we explore what motivates young adults to re-engage with education or employment after a period of non-engagement. Insights into this process facilitate the implementation of tailored support measures for at-risk groups. It is well-known that young people who are not involved in any kind of education, employment, or training face further risks to their professional and psychological development. Methods: Using a grounded theory approach, interviews with young adults from various educational tracks were analyzed, compared, and contrasted. The sample was focused mainly on apprentices in extra-vocational training and professionals working with young people to describe the process of re-engaging in detail (n = 30). Findings: Our analyses suggested that frustrating prior experiences and offers to participate in government-funded vocational training prompted motivation to learn an occupational skillset. Undergoing an apprenticeship enabled young adults to develop the motivation to finish vocational training and to plan on further education.Conclusion: The implications of these results as they pertain to Germany's labor market policies, which foster a sense of individual responsibility to facilitate the achievement of professional success, are discussed. Furthermore, the implications for supporting further educational aspirations when working with young adults are discussed.

Context: In the present study, we explore what motivates young adults to re-engage with education or employment after a period of non-engagement. Insights into this process facilitate the implementation of tailored support measures for at-risk groups. It is well-known that young people who are not involved in any kind of education, employment, or training face further risks to their professional and psychological development. Methods: Using a grounded theory approach, interviews with young adults from various educational tracks were analyzed, compared, and contrasted. The sample was focused mainly on apprentices in extra-vocational training and professionals working with young people to describe the process of re-engaging in detail (n = 30). Findings: Our analyses suggested that frustrating prior experiences and offers to participate in government-funded vocational training prompted motivation to learn an occupational skillset. Undergoing an apprenticeship enabled young adults to develop the motivation to finish vocational training and to plan on further education. Conclusion: The implications of these results as they pertain to Germany's labor market policies, which foster a sense of individual responsibility to facilitate the achievement of professional success, are discussed. Furthermore, the implications for supporting further educational aspirations when working with young adults are discussed.

Learning is on the one side happing every day. On the other side, adult participation in (formal and non-formal) learning is low, especially in Germany and for certain subgroups (e.g., with low educational attainment). It is well known that with the acquisition of knowledge over a lifetime many positive findings are associated. Hence, we propose that measuring learner identity might be a helpful construct for predicting and influencing lifelong learning. However, measurement options for learner identity are sparse. Hence, the present paper tries to adapt and validate a scale to measure learner identity. For that, we first adapted the Dimensions of Identity Development Scale questionnaire (Luyckx et al., 2008). Second, internal construct validity and external construct validity were established. For the latter, as in other studies, self-esteem, depressive symptoms (Luyckx et al., 2008) and openness (Crocetti et al., 2008) were used. Curiosity and epistemological beliefs were assessed as well, because according to the division of cognitive labor, we must gain knowledge from different sources to deal with life's complexity (Bromme, 2005). Third, Marcia's identity status (1964) was identified using a clustering approach. The mean age of the 124 participants was 21.90 years (SD = 3.23). Most participants were female (80.6%), and the majority were studying for a teaching post at the bachelor's level (68.5%). Finally, one student per identity status was interviewed (n = 4) using a topic guide based on Marcia's (1964) identity status interview. In this way, an explanatory mixed-method design was applied (Creswell & Plano Clark, 2011). Both, the quantitative and the qualitative approach seem fruitful to assess learner identity. Analysis indicated that learner identity is different from epistemological beliefs. Learner identity is highly relevant to how learning situations are approached and how strong the commitment to learning activities and goals is.

The COVID-19 pandemic is impacting emerging adults during a crucial developmental period, which may have long-lasting effects on their developmental task progression and psychosocial adjustment. Because self-efficacy is a well-researched psychological resource to deal with substantial challenges, the present study examined the link between emerging adults' life- and domain-specific satisfaction during the pandemic and self-efficacy before the pandemic. Drawing on a sample of 377 German emerging adults (56.5% female), we found that self-efficacy prior to the pandemic was not associated with life or domain-specific satisfaction during the pandemic. However, results revealed that associations between domain-specific satisfaction during the pandemic and self-efficacy varied by educational attainment. Results are discussed in light of specific circumstances related to the progression of the pandemic in Germany, possible non-response bias, as well as implications for social policy and future research.

Berufliche Wechsel im jungen Erwachsenenalter werden zunehmend wahrscheinlich. Inwiefern Arbeitsbedingungen bzw. Identitätsprozesse diese Wechsel vorhersagen, wird untersucht. Die Ergebnisse deuten an, dass insbesondere Handlungsstrategien in der Interaktion mit Arbeitsbedingungen eine Rolle bei der Vorhersage von Wechseln spielen. Implikationen der Ergebnisse im Hinblick auf die Adaption an veränderte gesellschaftliche Prozesse werden diskutiert. (DIPF/Orig.).

In today's world, lifelong learning (LLL) is a key element of individual and societal success. However, despite knowing potential determinants of LLL, we do not yet understand how they interact to facilitate LLL. Therefore, the present study aims to verify the usefulness of the Theory of Planned Behavior (TPB) in predicting LLL. We applied a survey data-based approach by building proxies of TPB components for LLL based on the German PIAAC dataset. Our TPB-based path models explained both participation in non-formal LLL and engagement in informal LLL in a large heterogeneous sample of the German working population, also when controlling for influential socio-demographic determinants of LLL. Thereby, our results provide first evidence that TPB lends itself as core of a LLL process model that can serve as a basis to integrate further well-studied determinants of LLL participation and then can be tested in longitudinal multi-level studies.

The present mixed-methods study examined the relationship between socioeconomic status (SES) and the experience of emerging adulthood (EA). In Study 1, the associations among SES, EA, and critical life events (CLEs) were explored. CLEs were examined as a mediator between SES and EA in a German sample ( N = 3,269). Participants' educational attainment, SES, and occupation-related prestige were associated with the experience of EA. For example, lower SES was associated with higher perceived instability, with more experienced CLEs mediating this relationship. Lower SES was associated with a higher number of CLEs, which, for example, was related to more focus on others. In Study 2, interview data from emerging adults with low educational attainment who were engaged in vocational training ( N = 12) were analyzed. In addition to reporting many CLEs, themes regarding their perception of their current life phase were established, indicating that low-SES youth experience aspects of EA as well.

This article introduces the special issue, International Perspectives on Identity and Acculturation in Emerging Adulthood. The idea for this issue was put forward by emerging scholars at the 7th Biennial Conference of the Society for the Study of Emerging Adulthood in Miami, FL, in October 2015. This special issue gathers qualitative, quantitative, and mixed methods studies from North America, Europe, and South Africa on identity and acculturation in diverse samples. The five papers seek to shed light on the interplay of ethnicity, identity, and acculturation processes in underresearched contexts, in terms of either country or subpopulations within a country.

The present article challenges the assumption that later timing of sexual experiences is unequivocally associated with higher psychosocial adjustment. Data from two representative cross-sectional German studies conducted in 1996 and 2005 were analyzed to examine the psychosocial adjustment of young adults (age 20–29) who had their first sexual experiences early (before age 16), at an average age (between age 16 and 18), or late (later than age 18 or not yet). Early timing of sexual experiences was associated with lower educational attainment. Late timing of sexual experiences was associated with poorer social relations. Early and late timing of sexual experiences were associated with lower subjective well-being. Results were replicated across the two studies and controlled for sociodemographic characteristics and (in Study 1) early adversities, parental involvement, and pubertal timing. These findings show that not only early but also late timing of first sexual experiences can be associated with lower psychosocial adjustment in selected domains in young adulthood. Further research is needed to understand maladaptive correlates of late sexual timing.