Teenage job aspirations and career attainment in adulthood: A 17-year follow-up study of teenagers who aspired to become scientists, health professionals, or engineers

By I. Schoon. 2001

224 citations recorded by the source corpus.

Subfields: Education, General Agricultural and Biological Sciences, Safety Research

View Paper: https://www.semanticscholar.org/paper/93e58ec185a18225445b3c2a9d16abfb275136b9

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In Education

In General Agricultural and Biological Sciences

In Safety Research

Citations in the corpus

A Longitudinal Study of the Educational and Career Trajectories of Female Participants of an Urban Informal Science Education Program (2004, background): “In a 17-year longitudinal study of youth from the United Kingdom, Schoon (2001) determined that career aspirations developed by youth at age 16 were key factors in predicting a career in the natural sciences at age 33.”
Relations among math self-efficacy, interest, intentions, and achievement: a social cognitive perspective (2018, background): “Indeed, whereas the study findings suggest that selfefficacy beliefs are important to performance attainments, interests were shown be most important for subsequent intentions, which are known to influence educational and career choices (Perera & McIlveen, 2017; Schoon, 2001).”
Self-to-Prototype Matching as a Strategy for Making Academic Choices. Why High School Students Do Not like Math and Science. (2004, background): “aged 16 (Schoon, 2001) only 5.”
A motivational model of persistence in science education: A self-determination theory approach (2007, background): “For instance, Schoon (2001) did a 17-year follow-up study of a representative cohort of over 7000 individuals in the United Kingdom and he demonstrated that career intentions at age 16 significantly predicted the actual career attainment at age 33. Hence, students who form intentions to pursue hig”
The Gender Gap in Possible Selves: Divergence of Academic Self-Views Among High School and University Students (2004, background): “Research shows that occupational attainment in adulthood is predicted by job aspirations and belief in one’s own abilities in adolescence (Schoon, 2001).”
Balanced skills among nascent entrepreneurs (2013, background): “It is well documented that such vocational interests, when referring to a very specific, clear, and realistic interest (such as becoming an entrepreneur) guide a person’s human capital development in general and the development of skills and abilities needed for the specific vocation in particular (”
Antecedents of protean and boundaryless career orientations: The role of core self-evaluations, perceived employability and social capital (2019, background): “For example, in a longitudinal study with over 7000 individuals in the United Kingdom, Schoon (2001) reported that teenage job aspirations are predictive of their future occupations.”
Pathways to Successful Entrepreneurship: Parenting, Personality, Early Entrepreneurial Competence, and Interests. (2004, background): “Empirical work has supported the view that early vocational interests and aspirations generally are good predictors of later occupational choices (McLaughlin & Tiedeman, 1974; Schoon, 2001; Schoon & Parsons, 2002; Trice & McClellan, 1993).”
Motivation and coping with the stress of assessment: Gender differences in outcomes for university students (2017, background): “In line with past research, we have examined our proposed 13 model with three inter-related academic outcomes: affect, achievement and vocational intentions 14 (Bong, 2001; Gillet et al., 2012; Lavigne et al., 2007; Schoon, 2001).”
Racial/ethnic group and socioeconomic status variation in educational and occupational expectations from adolescence to adulthood (2009, background): “Adolescents' educational and occupational expectations have been found to predict both adolescent and adult educational and occupational outcomes (Eccles, Wigfield, & Schiefele, 1998; Schoon, 2001) and may serve as a fruitful area for addressing inequalities in educational and occupational attainmen”
Adolescent goal content and pursuit: A review of the literature from the past 16 years. (2008, background): “High aspirations in adolescence have been found to be related to greater achievement in young adulthood (Marjoribanks, 1994a, 2003a; Schoon, 2001; Schoon & Parsons, 2002).”
Professional Role Confidence and Gendered Persistence in Engineering (2011, background): “For most contemporary U.S. students, the purpose of higher education is to develop expertise through academic disciplines that align with an existing, distinct self in preparation for a career that, in turn, fosters self-expression and self-realization (Charles and Bradley 2009; Schoon 2001).”
A Multilevel Modelling Approach to Investigating Factors Impacting Science Achievement for Secondary School Students: PISA Hong Kong Sample (2012, unknown): “science-related careers and with a greater likelihood of selecting science-related majors (Luzzo, Hasper, Albert, Bibby, & Martinelli, 1999; Schoon, 2001).”
Adolescent Purpose Development: Exploring Empathy, Discovering Roles, Shifting Priorities, and Creating Pathways (2014, background): “Adolescent goals have received extensive attention in the developmental literature (Massey, Gebhardt, & Garnefski, 2008; Nurmi, 1991) and have been found to be important in the lives of adolescents because they are associated with psychological well-being (Deci & Ryan, 2000), can be predictive of ad”
Gender study on the relationships between science interest and future career perspectives (2018, background): “(2004) model of domain learning, Silvia’s Psychology of Constructive Capriciousness (2001), or the person-object theory of interest (e.”