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Graduating from high school: The role of gender-related attitudes, self-concept and goal clarity in a major transition in late adolescence


Freund, Alexandra M; Weiss, David; Wiese, Bettina S (2013). Graduating from high school: The role of gender-related attitudes, self-concept and goal clarity in a major transition in late adolescence. European Journal of Developmental Psychology, 10(5):580-596.

Abstract

An 11-month longitudinal study (T1: N = 520, M age = 19 years) investigated the role of gender-related self-concept and goal clarity during the transition period surrounding graduation from upper secondary school in Switzerland. The first assessment took place a few months before graduation and assessed participants' gender-related self-concept (instrumentality, expressivity), gender-role attitudes, goal clarity, and job-related aspirations. Despite the high level of education, gender-related differences in attitudes and self-concept showed that boys endorsed more traditional gender-role attitudes than girls. Relationships between gender-related self-concept and attitudes showed different patterns for girls and boys. Regarding adaptation to the transition, gender-related self-concept predicted change in career-related goal clarity, which, in turn, predicted an increase in life satisfaction over time. Our results highlight the important role of instrumentality, expressivity, and career-related goal clarity during the transition of graduating from high school.

Abstract

An 11-month longitudinal study (T1: N = 520, M age = 19 years) investigated the role of gender-related self-concept and goal clarity during the transition period surrounding graduation from upper secondary school in Switzerland. The first assessment took place a few months before graduation and assessed participants' gender-related self-concept (instrumentality, expressivity), gender-role attitudes, goal clarity, and job-related aspirations. Despite the high level of education, gender-related differences in attitudes and self-concept showed that boys endorsed more traditional gender-role attitudes than girls. Relationships between gender-related self-concept and attitudes showed different patterns for girls and boys. Regarding adaptation to the transition, gender-related self-concept predicted change in career-related goal clarity, which, in turn, predicted an increase in life satisfaction over time. Our results highlight the important role of instrumentality, expressivity, and career-related goal clarity during the transition of graduating from high school.

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Additional indexing

Item Type:Journal Article, refereed, original work
Communities & Collections:06 Faculty of Arts > Institute of Psychology
Dewey Decimal Classification:150 Psychology
Language:English
Date:2013
Deposited On:30 Jan 2014 15:00
Last Modified:05 Apr 2016 17:25
Publisher:Taylor & Francis
ISSN:1740-5610
Additional Information:This is an Author's Accepted Manuscript of an article published in Freund, Alexandra M; Weiss, David; Wiese, Bettina S (2013). Graduating from high school: The role of gender-related attitudes, self-concept and goal clarity in a major transition in late adolescence. European Journal of Developmental Psychology, 10(5):580-596. 2013 copyright Taylor & Francis, available online at: http://www.tandfonline.com/10.1080/17405629.2013.772508.
Publisher DOI:https://doi.org/10.1080/17405629.2013.772508

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