an article by Shu-Chen Chiang (National Taiwan Normal University) and Josh Hawley (The Ohio State University) published in New Horizons in Adult Education and Human Resource Development Volume 25 Issue 3 (Summer 2013)
Abstract
This study describes the experience of younger, so called “emerging” adults, as they transition to full-time work, focusing specifically on the role of education in this process.
When leaving their family-of-origin, emerging adults re-centre themselves to settle down in permanent identity and different role commitments. Our findings show that the weakening of institutional ties (like school) underlies the critical stage of emerging adulthood, particularly for the non-college bound group.
Education functions, however, as an avenue to upper levels of work as the non-college bound group come to grips with the challenge of obtaining good jobs. The process of job exploration and self-identification differentiates the stage of emerging adulthood from other stages in the life-span perspective, especially for those from low socioeconomic family.
In light of this, strategies to strengthen job exploration and self-identity through the education system are proposed.
Showing posts with label emerging_adulthood. Show all posts
Showing posts with label emerging_adulthood. Show all posts
Wednesday, 24 July 2013
Wednesday, 7 November 2012
Risky Disclosures on Facebook: The Effect of Having a Bad Experience on Online Behavior
an article by Emily Christofides and Serge Desmarais (University of Guelph, Ontario, Canada) and Amy Muise (University of Toronto, Mississauga, Ontario, Canada) published in Journal of Adolescent Research Volume 27 Number 6 (November 2012)
Abstract
Social network websites are widely used by adolescents, but disclosing in this environment has inherent risks, as does connecting with others online. In a sample of 256 adolescent Facebook users, the authors explore the relationship between having a negative experience, privacy knowledge, and behaviour.
Their reports of bad experiences on Facebook are categorised as bullying/meanness, unwanted contact, exposure/unintentional disclosure, and misunderstandings. Adolescents who report having a bad experience are more likely to protect their privacy, and this relationship is mediated by knowledge of the privacy settings.
Participants who experience negative consequences are more aware of the risks of online disclosure and how to protect themselves, which results in greater information control. Implications for educating adolescents about privacy and disclosure online are discussed.
Abstract
Social network websites are widely used by adolescents, but disclosing in this environment has inherent risks, as does connecting with others online. In a sample of 256 adolescent Facebook users, the authors explore the relationship between having a negative experience, privacy knowledge, and behaviour.
Their reports of bad experiences on Facebook are categorised as bullying/meanness, unwanted contact, exposure/unintentional disclosure, and misunderstandings. Adolescents who report having a bad experience are more likely to protect their privacy, and this relationship is mediated by knowledge of the privacy settings.
Participants who experience negative consequences are more aware of the risks of online disclosure and how to protect themselves, which results in greater information control. Implications for educating adolescents about privacy and disclosure online are discussed.
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