The Role of Task Persistence in Young Adolescence for Successful Educational and Occupational Attainment in Middle Adulthood

Autor/inn/en	Andersson, Hakan; Bergman, Lars R.
Titel	The Role of Task Persistence in Young Adolescence for Successful Educational and Occupational Attainment in Middle Adulthood
Quelle	In: Developmental Psychology, 47 (2011) 4, S.950-960 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0023786
Schlagwörter	Intelligence; Employment Level; Persistence; Educational Attainment; Personality Traits; Outcomes of Education; Adults; Early Adolescents; Foreign Countries; Predictor Variables; Time on Task; Socioeconomic Status; Income; Gender Differences; Longitudinal Studies; Academic Achievement; Grade Point Average; Sweden + Suchen Sie Ihr Suchwort? Intelligenz; Klugheit; Beschäftigungsgrad; Ausdauer; Bildungsabschluss; Bildungsgut; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Lernleistung; Schulerfolg; Ausland; Prädiktor; Zeitaufwand; Socio-economic status; Sozioökonomischer Status; Einkommen; Geschlechterkonflikt; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schulleistung; Schweden
Abstract	The main purpose of the present study was to investigate the importance of task persistence in young adolescence for successful educational and occupational attainment in middle adulthood. Data from age 13 (N = 1,092) and adult age (age 43 for women, N = 569 and age 47 for men, N = 393) were taken from the Swedish longitudinal research program entitled "Individual Development and Adaptation." In line with previous research, task persistence was found to be related to changes in grades between age 13 and age 16, over and above other childhood factors. Task persistence at age 13 was also a significant predictor of both income and occupational level in middle adulthood for the men, controlling for a number of childhood factors (including intelligence), and even when educational attainment in adulthood was taken into account. Finally, task persistence was related to educational attainment in adulthood. The authors suggest that task persistence is a second fundamental factor besides general mental ability, influencing attainment within the area of working life and education. The influence of task persistence is discussed in form of personality-environment selection mechanisms. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10