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Can locus of control compensate for socioeconomic adversity in the transition from school to work?

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  • Ng-Knight, Terry
  • Schoon, Ingrid
Abstract
Internal locus of control is associated with academic success and indicators of wellbeing in youth. There is however less understanding regarding the role of locus of control in shaping the transition from school to work beyond the more widely studied predictors of socioeconomic background and academic attainment. Guided by a socio-ecological model of agency, the current study examines to which extent internal locus of control, understood as an indicator of individual agency, can compensate for a lack of socioeconomic resources by moderating the association between parental disadvantage and difficulties in the transition from school to work. We draw on data collected from a longitudinal nationally representative cohort of 15,770 English youth (48% female) born in 1989/90, following their lives from age 14 to 20. The results suggest that the influence of agency is limited to situations where socioeconomic risk is not overpowering. While internal locus of control may help to compensate for background disadvantage regarding avoidance of economic inactivity and unemployment to some extent, it does not provide protection against long-term inactivity, i.e. more than 6 months spent not in education, employment or training.

Suggested Citation

  • Ng-Knight, Terry & Schoon, Ingrid, 2017. "Can locus of control compensate for socioeconomic adversity in the transition from school to work?," EconStor Open Access Articles and Book Chapters, ZBW - Leibniz Information Centre for Economics, vol. 46(10), pages 2114-2128.
    • Handle: RePEc:zbw:espost:167645
    DOI: 10.1007/s10964-017-0720-6
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    References listed on IDEAS

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    1. Chris Frost & Simon G. Thompson, 2000. "Correcting for regression dilution bias: comparison of methods for a single predictor variable," Journal of the Royal Statistical Society Series A, Royal Statistical Society, vol. 163(2), pages 173-189.
    2. Schoon, Ingrid & Lyons-Amos, Mark, 2016. "Diverse pathways in becoming an adult: The role of structure, agency and context," EconStor Open Access Articles and Book Chapters, ZBW - Leibniz Information Centre for Economics, vol. 46, pages 11-20.
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    5. Kathryn Duckworth & Ingrid Schoon, 2012. "Beating the Odds: Exploring the Impact of Social Risk on Young People's School-to-Work Transitions during Recession in the UK," National Institute Economic Review, National Institute of Economic and Social Research, vol. 222(1), pages 38-51, October.
    6. Sophia Leontopoulou, 2006. "Resilience of Greek Youth at an Educational Transition Point: The Role of Locus of Control and Coping Strategies as Resources," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 76(1), pages 95-126, March.
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    Cited by:

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    5. Yuliya Kosyakova, 2021. "Socioemotional Skills and Refugees’ Language Acquisition," RF Berlin - CReAM Discussion Paper Series 2130, Rockwool Foundation Berlin (RF Berlin) - Centre for Research and Analysis of Migration (CReAM).
    6. Enrico Ripamonti & Stefano Barberis, 2021. "The association of economic and cultural capital with the NEET rate: differential geographical and temporal patterns," Journal for Labour Market Research, Springer;Institute for Employment Research/ Institut für Arbeitsmarkt- und Berufsforschung (IAB), vol. 55(1), pages 1-17, December.
    7. Sara Filipiak & Beata Łubianka, 2021. "On the Rocky Road to Independence: Big Five Personality Traits and Locus of Control in Polish Primary School Students during Transition into Early Adolescence," IJERPH, MDPI, vol. 18(9), pages 1-20, April.
    8. Dicks, Alexander & Levels, Mark & van der Velden, Rolf, 2020. "From school to where? How social class, skills, aspirations, and resilience explain unsuccessful school-to-work transitions," Research Memorandum 013, Maastricht University, Graduate School of Business and Economics (GSBE).

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