En enkätstudie genomfördes bland arbetslösa i åldern 18-30 år som var inskrivna på kommunala arbetsmarknadsenheter i syfte att undersöka sambandet mellan skolutbildning och arbetslivserfarenhet för söka-jobb self-efficacy. Resultatet visar ett signifikant samband mellan arbetslivserfarenhet för söka-jobb self-efficacy. Resultatet ligger i linje med tidigare forskning och bedöms bero bland annat på den positiva påverkan arbetslivserfarenhet har för en individs kontaktnät på arbetsmarknaden samt kunskaper om regler, attityder och normer Det finns även ett signifikant samband mellan skolutbildning för söka-jobb self-efficacy. Även detta resultat ligger i linje med tidigare forskning. Studien fann ingen interaktion mellan skolutbildning och arbetslivserfarenhet för söka-jobb self-efficacy. Den teoretiska grunden för studien var bland annat Bandura´s (1977) teori om self-efficacy

Thesis (Ph. D.)--University of Chicago, Dept. of Psychology, Committee on Human Development, 2001. / Includes bibliographical references. Also available on the Internet.

Thesis (Ed. D.)--University of North Texas, Aug., 2009. / Title from title page display. Includes bibliographical references.

It is common knowledge that employment is a large part of participation in society for all adults; and, one role of public education is to prepare students for these adult roles. Despite increasing school accountability measures for post-school outcomes of students with disabilities, a significant gap in employment between those with and those without disabilities remains. Work experience during high school has been established as the most consistent predictor of post-school employment. The problem is the lack of intervention research demonstrating ways of implementing programs that are associated with acquisition of work-readiness skills. The purpose of this study was to investigate the effects of structured work experience on the work-readiness skills of students with disabilities, and examine whether or not disability, or type of program, affected student outcomes while controlling for number of participant contact hours. To accomplish this purpose, a quasi- experimental one-group pretest-posttest design was selected and used. The target population for this study was high school students with disabilities in three high schools in Texas. The final sample included 37 students. The Becker Work Adjustment Profile: 2 was the instrument used to measure the participants’ work-readiness skills. The pretest was administered within two weeks of student entry into the program. The posttest was administered within two weeks of student exit from the program. Descriptive and inferential analyses were conducted to answer the primary and exploratory research questions. Inferential analyses included a dependent sample t test and an ANCOVA using number of participant contact hours as the covariate. Results indicated participation in a structured work experience program had a positive effect on the work-readiness skills of these participants. ANCOVA results indicated (a) disability type was not a significant factor affecting the work-readiness of the participants, (b) program type produced a statistically significant main effect, (c) there was no statistically significant interaction effect between disability type and program type, and (d) number of contact hours produced a statistically significant main effect. Future research studies should focus on replication of the current study results and examination of the long-term effects of participation in structured work experience programs on post-school outcomes.

Two cohorts of fifth form boys were followed through school into their first year out of school. An attempt was made to test Super's thesis that entry into a career is part of a developmental process. Super's writings provided the basis for the identification and classification of indices of vocational maturity in the fifth form. The thesis postulated that the efficiency of these indices in predicting vocational adjustment, in the first year out of school, provided a crucial test of Super's developmental theory. Forward regression, a variation of stepwise regression, was used to identify efficient predictors. In general, it was not possible to predict adjustment in the first year of a career from the proposed indices of vocational maturity. It was possible to predict, with a fair degree of accuracy, the level of occupational attainment from the boys' educational attainment and aspirations. The results raise some doubts about the tenability of a developmental theory, if the goal is vocational adjustment. The findings are discussed within the context of an analysis of the nature of developmental theories in the social sciences.

Thesis (Ph. D.)--University of Toronto, 2006. / Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2768. Includes bibliographical references (leaves 325-346).

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 1998. / Includes bibliographical references.

Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 696-718). Also available on the Internet.

Thesis (Ed.D.) -- Central Connecticut State University, 2005. / Thesis advisor: Daniel Mulcahy. "... in partial fulfillment of the requirements for the degree of Doctor of Education." Includes bibliographical references (leaves 127-138). Also available via the World Wide Web.

Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 696-718). Also available on the Internet.