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Mental Health Improves After Transition From Comprehensive School to Vocational Education or Employment in England: A National Cohort Study
Underpinned by stage-environment fit and job demands-resources theories, this study examined how adolescents' anxiety, depressive symptoms, and positive functioning developed as they transferred from comprehensive school to further education, employment or training, or became NEET (not in educa...
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| Published in: | Developmental psychology 2016-04, Vol.52 (4), p.652-665 |
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| Main Authors: | , , , |
| Format: | Article |
| Language: | English |
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| container_end_page | 665 |
| container_issue | 4 |
| container_start_page | 652 |
| container_title | Developmental psychology |
| container_volume | 52 |
| creator | Symonds, Jennifer Dietrich, Julia Chow, Angela Salmela-Aro, Katariina |
| description | Underpinned by stage-environment fit and job demands-resources theories, this study examined how adolescents' anxiety, depressive symptoms, and positive functioning developed as they transferred from comprehensive school to further education, employment or training, or became NEET (not in education, employment, or training), at age 16 years, in the longitudinal English national cohort study Next Steps (N = 13,342). Controlling for childhood achievement, socioeconomic status, ethnicity, and gender, we found that NEET adolescents had the largest losses in mental health. This pattern was similar to adolescents staying on at school who had increased anxiety and depression, and decreased positive functioning, after transition. In comparison, adolescents transferring to full-time work, apprenticeships, or vocational college experienced gains in mental health. |
| doi_str_mv | 10.1037/a0040118 |
| format | article |
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Controlling for childhood achievement, socioeconomic status, ethnicity, and gender, we found that NEET adolescents had the largest losses in mental health. This pattern was similar to adolescents staying on at school who had increased anxiety and depression, and decreased positive functioning, after transition. In comparison, adolescents transferring to full-time work, apprenticeships, or vocational college experienced gains in mental health.</description><identifier>ISSN: 0012-1649</identifier><identifier>ISSN: 1939-0599</identifier><identifier>EISSN: 1939-0599</identifier><identifier>DOI: 10.1037/a0040118</identifier><identifier>PMID: 26927619</identifier><identifier>CODEN: DEVPA9</identifier><language>eng</language><publisher>United States: American Psychological Association</publisher><subject>Achievement ; Adolescent ; Adolescents ; Analysis of Variance ; Anxieties ; Anxiety ; Anxiety-Depression ; Apprenticeships ; Change ; Childhood ; Cohort Analysis ; Cohort Studies ; Continuing education ; Depression (Psychology) ; Education Work Relationship ; Employment ; England ; Ethnicity ; Female ; Foreign Countries ; Geistige Entwicklung ; Human ; Humans ; Job characteristics ; Life Changes ; Longitudinal Studies ; Major Depression ; Male ; Mental depression ; Mental Health ; National Surveys ; Personality Theories ; Postsecondary Education ; Psychische Gesundheit ; Pädagogische Psychologie ; Questionnaires ; School to Work Transition ; School Transition ; Schools ; Schule ; Schulübergang ; Secondary Schools ; Sex Factors ; Socioeconomic status ; Structural Equation Models ; Surveys and Questionnaires ; Teenagers ; Vocational Education ; Vocational Education - methods ; Work environment ; Young Adult ; Zukunftsangst</subject><ispartof>Developmental psychology, 2016-04, Vol.52 (4), p.652-665</ispartof><rights>2016 American Psychological Association</rights><rights>(c) 2016 APA, all rights reserved).</rights><rights>2016, American Psychological Association</rights><rights>Copyright American Psychological Association Apr 2016</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-a450t-c0558fde3eedd7df7579327db558028cd89b0e00b15443840f7b01562bcd46673</citedby></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,778,782,27907,27908,30982,33206,33207</link.rule.ids><backlink>$$Uhttp://www.fachportal-paedagogik.de/fis_bildung/suche/fis_set.html?FId=1135872$$DAccess content in the German Education Portal$$Hfree_for_read</backlink><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1094925$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/26927619$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><contributor>Dubow, Eric F</contributor><contributor>Eccles, Jacquelynne S</contributor><creatorcontrib>Symonds, Jennifer</creatorcontrib><creatorcontrib>Dietrich, Julia</creatorcontrib><creatorcontrib>Chow, Angela</creatorcontrib><creatorcontrib>Salmela-Aro, Katariina</creatorcontrib><title>Mental Health Improves After Transition From Comprehensive School to Vocational Education or Employment in England: A National Cohort Study</title><title>Developmental psychology</title><addtitle>Dev Psychol</addtitle><description>Underpinned by stage-environment fit and job demands-resources theories, this study examined how adolescents' anxiety, depressive symptoms, and positive functioning developed as they transferred from comprehensive school to further education, employment or training, or became NEET (not in education, employment, or training), at age 16 years, in the longitudinal English national cohort study Next Steps (N = 13,342). Controlling for childhood achievement, socioeconomic status, ethnicity, and gender, we found that NEET adolescents had the largest losses in mental health. This pattern was similar to adolescents staying on at school who had increased anxiety and depression, and decreased positive functioning, after transition. In comparison, adolescents transferring to full-time work, apprenticeships, or vocational college experienced gains in mental health.</description><subject>Achievement</subject><subject>Adolescent</subject><subject>Adolescents</subject><subject>Analysis of Variance</subject><subject>Anxieties</subject><subject>Anxiety</subject><subject>Anxiety-Depression</subject><subject>Apprenticeships</subject><subject>Change</subject><subject>Childhood</subject><subject>Cohort Analysis</subject><subject>Cohort Studies</subject><subject>Continuing education</subject><subject>Depression (Psychology)</subject><subject>Education Work Relationship</subject><subject>Employment</subject><subject>England</subject><subject>Ethnicity</subject><subject>Female</subject><subject>Foreign Countries</subject><subject>Geistige Entwicklung</subject><subject>Human</subject><subject>Humans</subject><subject>Job characteristics</subject><subject>Life Changes</subject><subject>Longitudinal Studies</subject><subject>Major Depression</subject><subject>Male</subject><subject>Mental depression</subject><subject>Mental Health</subject><subject>National Surveys</subject><subject>Personality Theories</subject><subject>Postsecondary Education</subject><subject>Psychische Gesundheit</subject><subject>Pädagogische Psychologie</subject><subject>Questionnaires</subject><subject>School to Work Transition</subject><subject>School Transition</subject><subject>Schools</subject><subject>Schule</subject><subject>Schulübergang</subject><subject>Secondary Schools</subject><subject>Sex Factors</subject><subject>Socioeconomic status</subject><subject>Structural Equation Models</subject><subject>Surveys and Questionnaires</subject><subject>Teenagers</subject><subject>Vocational Education</subject><subject>Vocational Education - methods</subject><subject>Work environment</subject><subject>Young Adult</subject><subject>Zukunftsangst</subject><issn>0012-1649</issn><issn>1939-0599</issn><issn>1939-0599</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2016</creationdate><recordtype>article</recordtype><sourceid>7SW</sourceid><sourceid>7QJ</sourceid><sourceid>8BJ</sourceid><recordid>eNqFkU9v1DAQxSMEoktB4o5AlrggoYWxHf_jtlqltKjAoYWr5dgOmyqJg52stJ-BL42X7RbEpSeP5_00b0avKJ5jeIeBivcGoASM5YNigRVVS2BKPSwWAJgsMS_VSfEkpZv8Lalij4sTwhURHKtF8euzHybToXNvummDLvoxhq1PaNVMPqLraIbUTm0Y0FkMPVqHrPuNz82tR1d2E0KHpoC-B2v2VB5UuflQoxBR1Y9d2PXZArUDqoYfnRncB7RCX474OmxCnNDVNLvd0-JRY7rkn92-p8W3s-p6fb68_PrxYr26XJqSwbS0wJhsnKfeOydcI5hQlAhX5zYQaZ1UNXiAGrOypLKERtSAGSe1dSXngp4Wbw5z860_Z58m3bfJ-i4v58OcNJZCSgBG-P2oEBykJIxl9PV_6E2YY75xT0lQAJTcQ3HFKRUl-WtrY0gp-kaPse1N3GkMep-4Piae0Ve3A-e69-4OPEacgZcHwMfW3snVJwyqVH82enHQXTv-44Mpk2K_yduDakajx7SzJk6t7Xyyc4w5V-38VjOiS80Zob8B4VjF2A</recordid><startdate>20160401</startdate><enddate>20160401</enddate><creator>Symonds, Jennifer</creator><creator>Dietrich, Julia</creator><creator>Chow, Angela</creator><creator>Salmela-Aro, Katariina</creator><general>American Psychological Association</general><scope>9S6</scope><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7RZ</scope><scope>PSYQQ</scope><scope>7QJ</scope><scope>8BJ</scope><scope>FQK</scope><scope>JBE</scope><scope>K7.</scope><scope>7X8</scope></search><sort><creationdate>20160401</creationdate><title>Mental Health Improves After Transition From Comprehensive School to Vocational Education or Employment in England: A National Cohort Study</title><author>Symonds, Jennifer ; Dietrich, Julia ; Chow, Angela ; Salmela-Aro, Katariina</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-a450t-c0558fde3eedd7df7579327db558028cd89b0e00b15443840f7b01562bcd46673</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2016</creationdate><topic>Achievement</topic><topic>Adolescent</topic><topic>Adolescents</topic><topic>Analysis of Variance</topic><topic>Anxieties</topic><topic>Anxiety</topic><topic>Anxiety-Depression</topic><topic>Apprenticeships</topic><topic>Change</topic><topic>Childhood</topic><topic>Cohort Analysis</topic><topic>Cohort Studies</topic><topic>Continuing education</topic><topic>Depression (Psychology)</topic><topic>Education Work Relationship</topic><topic>Employment</topic><topic>England</topic><topic>Ethnicity</topic><topic>Female</topic><topic>Foreign Countries</topic><topic>Geistige Entwicklung</topic><topic>Human</topic><topic>Humans</topic><topic>Job characteristics</topic><topic>Life Changes</topic><topic>Longitudinal Studies</topic><topic>Major Depression</topic><topic>Male</topic><topic>Mental depression</topic><topic>Mental Health</topic><topic>National Surveys</topic><topic>Personality Theories</topic><topic>Postsecondary Education</topic><topic>Psychische Gesundheit</topic><topic>Pädagogische Psychologie</topic><topic>Questionnaires</topic><topic>School to Work Transition</topic><topic>School Transition</topic><topic>Schools</topic><topic>Schule</topic><topic>Schulübergang</topic><topic>Secondary Schools</topic><topic>Sex Factors</topic><topic>Socioeconomic status</topic><topic>Structural Equation Models</topic><topic>Surveys and Questionnaires</topic><topic>Teenagers</topic><topic>Vocational Education</topic><topic>Vocational Education - methods</topic><topic>Work environment</topic><topic>Young Adult</topic><topic>Zukunftsangst</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Symonds, Jennifer</creatorcontrib><creatorcontrib>Dietrich, Julia</creatorcontrib><creatorcontrib>Chow, Angela</creatorcontrib><creatorcontrib>Salmela-Aro, Katariina</creatorcontrib><collection>FIS Bildung Literaturdatenbank</collection><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>PsycArticles (via ProQuest)</collection><collection>ProQuest One Psychology</collection><collection>Applied Social Sciences Index & Abstracts (ASSIA)</collection><collection>International Bibliography of the Social Sciences (IBSS)</collection><collection>International Bibliography of the Social Sciences</collection><collection>International Bibliography of the Social Sciences</collection><collection>ProQuest Criminal Justice (Alumni)</collection><collection>MEDLINE - Academic</collection><jtitle>Developmental psychology</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Symonds, Jennifer</au><au>Dietrich, Julia</au><au>Chow, Angela</au><au>Salmela-Aro, Katariina</au><au>Dubow, Eric F</au><au>Eccles, Jacquelynne S</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1094925</ericid><atitle>Mental Health Improves After Transition From Comprehensive School to Vocational Education or Employment in England: A National Cohort Study</atitle><jtitle>Developmental psychology</jtitle><addtitle>Dev Psychol</addtitle><date>2016-04-01</date><risdate>2016</risdate><volume>52</volume><issue>4</issue><spage>652</spage><epage>665</epage><pages>652-665</pages><issn>0012-1649</issn><issn>1939-0599</issn><eissn>1939-0599</eissn><coden>DEVPA9</coden><abstract>Underpinned by stage-environment fit and job demands-resources theories, this study examined how adolescents' anxiety, depressive symptoms, and positive functioning developed as they transferred from comprehensive school to further education, employment or training, or became NEET (not in education, employment, or training), at age 16 years, in the longitudinal English national cohort study Next Steps (N = 13,342). Controlling for childhood achievement, socioeconomic status, ethnicity, and gender, we found that NEET adolescents had the largest losses in mental health. This pattern was similar to adolescents staying on at school who had increased anxiety and depression, and decreased positive functioning, after transition. In comparison, adolescents transferring to full-time work, apprenticeships, or vocational college experienced gains in mental health.</abstract><cop>United States</cop><pub>American Psychological Association</pub><pmid>26927619</pmid><doi>10.1037/a0040118</doi><tpages>14</tpages></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0012-1649 |
| ispartof | Developmental psychology, 2016-04, Vol.52 (4), p.652-665 |
| issn | 0012-1649 1939-0599 1939-0599 |
| language | eng |
| recordid | cdi_proquest_miscellaneous_1878800526 |
| source | Applied Social Sciences Index & Abstracts (ASSIA); International Bibliography of the Social Sciences (IBSS); ERIC; EBSCOhost APA PsycARTICLES |
| subjects | Achievement Adolescent Adolescents Analysis of Variance Anxieties Anxiety Anxiety-Depression Apprenticeships Change Childhood Cohort Analysis Cohort Studies Continuing education Depression (Psychology) Education Work Relationship Employment England Ethnicity Female Foreign Countries Geistige Entwicklung Human Humans Job characteristics Life Changes Longitudinal Studies Major Depression Male Mental depression Mental Health National Surveys Personality Theories Postsecondary Education Psychische Gesundheit Pädagogische Psychologie Questionnaires School to Work Transition School Transition Schools Schule Schulübergang Secondary Schools Sex Factors Socioeconomic status Structural Equation Models Surveys and Questionnaires Teenagers Vocational Education Vocational Education - methods Work environment Young Adult Zukunftsangst |
| title | Mental Health Improves After Transition From Comprehensive School to Vocational Education or Employment in England: A National Cohort Study |
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