Associations between Depression, Employment, and Relationship Status during the Transition into the Workforce: A Gendered Phenomenon?/Associations Entre Dépression, Emploi, et éTat Des Relations Au Cours De la Transition Vers le Marché Du Travail : Un Phénomène Lié Au Genre?
Notice bibliographique
Résumé
ABSTRACTIn the 21st century, many young people struggle in making their transition into the workforce (Cassidy & Wright, 2008; Domene, Landine, & Stewart, 2014; Gangl, 2002; Murphy, Blustein, Bohlig, & Platt, 2010). Unfortunately, delays in obtaining secure employment have been associated with negative outcomes in terms of mental health and wellness. Evidence also reveals that young people's mental health is influenced by the quality of any employment that is obtained, in terms of whether the work is related to a person's aspired career path and how satisfying they find the work to be (Nurmi, Salmela-Aro, & Koivisto, 2002; Virtanen et al., 2008). The present study was designed to expand knowledge on these issues. Specifically, using Lazarus and Folkman's (1984) transactional model of stress and coping as our guiding theory, we examined how aspects of employment and relationship status are associated with a key indicator of mental health: depressive symptoms.1TRANSACTIONAL MODEL OF STRESS AND COPINGWithin the transactional model of stress and coping, negative life events can be experienced as stressors, which in turn may affect individuals' physical and mental health (Lazarus & Folkman, 1984; Taylor & Stanton, 2007; Thoits, 2011). There is an extensive body of evidence linking stress to negative mental health outcomes, including depression in adolescence and emerging adulthood (Frydenberg, 2008). Furthermore, the transition from school into the workforce is an inherently stressful time for young people, involving uncertainty and significant changes in life, even when the transition proceeds smoothly. The situation can become even more stressful for emerging adults who find themselves taking service industry or other temporary jobs to make ends meet while seeking employment in their aspired career field, or who are completely unemployed for extended periods of time. Not only do unemployment and lowquality employment impede emerging adults' ability to take on the full range of adult roles (Arnett, 2004; Aronson, 2008; Young et al., 2010), these situations also create financial hardship and prevent the achievement of goals that the individual has been working toward, often for many years. Thus, unsatisfactory employment situations can be understood as a source of substantial stress in young people's lives.Within the transactional model, social support is an important mechanism by which individuals cope with stress. It is theorized to promote mental health and well-being in two ways: (a) a social network can help individuals feel more positively about themselves and their circumstances, and (b) social resources can act as a buffer against the negative consequences of stress. The efficacy of social support in buffering the effects of stress has been extensively documented (Thoits, 2011). Among the various sources of social support that individuals can experience, support from one's romantic partner can become increasingly important in emerging adulthood (Monk, Vennum, Ogolsky, & Fincham, 2014). Furthermore, related research on how adults cope with stressful work situations has revealed that romantic relationships play an important role in mitigating problems associated with this situation (Baruch-Feldman, Brondolo, Ben-Dayan, & Schwartz, 2002; Vinokur, Price, & Caplan, 1996). A question that has not been addressed in the existing literature, however, is whether similar associations exist for younger individuals who are transitioning into the workforce, rather than for adults who are already established in their careers.DEPRESSIVE SYMPTOMS AND THE TRANSITION INTO THE WORKFORCEIn the increasingly knowledge-based economy that characterizes the 21st century, higher education has been promoted as a way for emerging adults to achieve a secure financial future. However, completing a postsecondary degree or credential does not guarantee secure, full-time employment in an individual's aspired field of work. …
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,003 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,001 | 0,001 |
| Communication savante | 0,001 | 0,001 |
| Science ouverte | 0,000 | 0,001 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».