The Development of Academic Resiliency among Survivors of Adverse Childhood Experiences
Vol: 5, Issue: 1
2019
- 23Usage
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Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
Citation Benchmarking is provided by Scopus and SciVal and is different from the metrics context provided by PlumX Metrics.
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Article Description
The discussion about the effect of high school paid work experience (HS-PWE) influencing university students’ future orientation for the domain of work-career (FO-WC), has received little attention. The limited empirical research available shows inconsistencies and mixed results of the factors that influence FO-WC. This study examined the impact of HS-PWE in FO-WC among low-income ethnic minority university students. A quantitative approach, quasi-experimental design explored the research question using only a single subject group, one-time post-test questionnaire (Creswell, 2014). Donald E. Super’s career development theory was used to explore the research question (Super, 1978; Super, 1980). A university student sample completed the Future Orientation Questionnaire for the domain of Work-Career, which consists of the components cognition, motivation, and behavior (FOQ-WC; Seginer, 2009). Using FOQ-WC, an independent t-test was conducted to determine differences between No HS-PWE (group 1) and Yes HS-PWE (group 2) FOQ-WC total mean scores. A separate Chi-square test was conducted to determine the relationships between HS-PWE (group 1, group 2) and status of currently working in/or- moving closer to the career students’ wish to have (No, Yes). Preliminary results illustrated a complex picture and encouraged further research to clarify the impact of HS-PWE in FO-WC among low-income ethnic minority university students. In conclusion, career awareness and exploration helped HS students develop, explore and construct a career plan, which eventually fostered FO-WC during their attendance in a higher education institution.
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