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?
Bibliographic record
Abstract
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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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".