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ERIC Number: ED186626
Record Type: RIE
Publication Date: 1979
Pages: 55
Abstractor: N/A
Youth Transition to Adult Roles: A Preliminary Investigation. Research and Development Series No. 196.
Coleman, Deborah Dye; And Others
Based on an assumption that research on the treatment components of experiential education programs is useful in understanding and improving them, a study examined the component of student interaction with adults. Focusing on reference group theory (symbolic interactionism), the conceptual framework of the study is founded upon the assumption that through participation in experiential education programs, students can expand their reference groups by beginning to include co-workers who are adults, thus easing the transition between school and work. Scales developed and used in this study include those examining student perspectives on adults (Empathy, Helpfulness, Communication, Consultation) and selected work setting characteristics (Feedback, Hierarchical and Lateral Interaction, Challenge). Data analysis revealed that the Empathy and Communication scales have high reliability and the potential of discriminating between respondents. Hypotheses were tested by means of a static group comparison design which included 401 students classified by the extent of their work experience. Results indicate that student-adult communication and feedback appear to be important variables which reflect positive interaction. Students with work experience scored significantly higher on communication than those without work experience. However, the grade level of the students and their involvement in extracurricular activities were stronger predictors of the responses on the communication scale. (Author/MEK)
National Center Publications, The National Center for Research in Vocational Education, The Ohio State University, 1960 Kenny Road, Columbus, OH 43210 ($13.25).
Publication Type: Collected Works - Serials; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Ohio State Univ., Columbus. National Center for Research in Vocational Education.
Note: For related documents see ED 185 323-326 and ED 185 408.