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See detailUpward social mobility and life satisfaction: the cases of United Kingdom and Switzerland
Samuel, Robin UL; Hadjar, Andreas UL

in Longitudinal and Life Course Studies (2015), 6(3), 13-14

Status is a major determinant of subjective well-being (SWB). This is one of the primary assumptions of social production function theory. In contrast, the dissociative hypothesis holds that upward social ... [more ▼]

Status is a major determinant of subjective well-being (SWB). This is one of the primary assumptions of social production function theory. In contrast, the dissociative hypothesis holds that upward social mobility may be linked to identity problems, cognitive distress, and reduced levels of SWB because of lost ties to one’s class of origin. In our paper, we use panel data from the United Kingdom (British Household Panel Survey) and Switzerland (Swiss Household Panel) to test these hypotheses. These two countries are compared because historically, social inequality and upward mobility have played distinct roles in each country’s popular discourse. We conduct longitudinal multilevel analyses to gauge the effects of intragenerational and intergenerational upward mobility on life satisfaction (as a cognitive component of SWB), controlling for previous levels of life satisfaction, dynamic class membership, and well-researched determinants of SWB such as age and health problems. Our results provide some evidence for effects of social class and social mobility on well-being in the UK sample, however, there are no such effects in the Swiss sample. The UK findings support the idea of dissociative effects, that is, intergenerational upward mobility is negatively associated with SWB. [less ▲]

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See detailA che cosa aspirano i giovani adulti in Svizzera per il loro avvenire?
Samuel, Robin UL; Bergman, Manfred Max

Article for general public (2015)

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See detailA quoi les jeunes adultes en Suisse aspirent pour leur avenir?
Samuel, Robin UL; Bergman, Manfred Max

Article for general public (2015)

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See detailZukunftsaspirationen junger Erwachsener in der Schweiz
Samuel, Robin UL; Bergman, Manfred Max

Article for general public (2015)

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See detailDoes upward social mobility increase life satisfaction? A longitudinal analysis using British and Swiss panel data
Hadjar, Andreas UL; Samuel, Robin UL

in Research in Social Stratification and Mobility (2015), 39

A main assumption of social production function theory is that status is a major determinant of subjective well-being (SWB). From the perspective of the dissociative hypothesis, however, upward social ... [more ▼]

A main assumption of social production function theory is that status is a major determinant of subjective well-being (SWB). From the perspective of the dissociative hypothesis, however, upward social mobility may be linked to identity problems, distress, and reduced levels of SWB because upwardly mobile people lose their ties to their class of origin. In this paper, we examine whether or not one of these arguments holds. We employ the United Kingdom and Switzerland as case studies because both are linked to distinct notions regarding social inequality and upward mobility. Longitudinal multilevel analyses based on panel data (UK: BHPS, Switzerland: SHP) allow us to reconstruct individual trajectories of life satisfaction (as a cognitive component of SWB) along with events of intragenerational and intergenerational upward mobility—taking into account previous levels of life satisfaction, dynamic class membership, and well-studied determinants of SWB. Our results show some evidence for effects of social class and social mobility on well-being in the UK sample, while there are no such effects in the Swiss sample. The UK findings support the idea of dissociative effects in terms of a negative effect of intergenerational upward mobility on SWB. [less ▲]

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See detailMale and female routes to success
Samuel, Robin UL

Article for general public (2014)

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See detailLongitudinal effects of social background on educational and occupational pathways within early and strong school tracking
Samuel, Robin UL; Bergman, Manfred Max; Hupka-Brunner, Sandra

in Longitudinal and Life Course Studies (2014), 5(1), 1-18

Transitions from education to work are subject to person-related factors and institutional opportunity structures. Life course research increasingly focuses on longitudinal effects of social background on ... [more ▼]

Transitions from education to work are subject to person-related factors and institutional opportunity structures. Life course research increasingly focuses on longitudinal effects of social background on educational and occupational pathways within early and strong school tracking. In this context, Switzerland is a paradoxical case because its education system exhibits elements that should both reinforce and weaken social background effects. We draw on data from a PISA 2000 school-leaver cohort. Employing sequence analysis, optimal matching and longitudinal latent class analysis, we find that persistence tendencies are more pronounced in the academic stratum, compared to vocational and precarious strata. Conversely, the education system and labour market allow for a good integration of weak academic performers. Overall, we show that social background and performance determine selection into tracks, after which effects of opportunity structures take over. [less ▲]

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See detailThe Gendered Interplay between Success and Well-Being during Transitions
Samuel, Robin UL

in Educational Research (2014), 56(2), 202--219

Background: Young females have been found to out-perform males in terms of grades and university degrees in many studies. At the same time, young women seem to exhibit lower levels of well-being compared ... [more ▼]

Background: Young females have been found to out-perform males in terms of grades and university degrees in many studies. At the same time, young women seem to exhibit lower levels of well-being compared with men. Interestingly, little work has evaluated the interplay between educational success and well-being. However, antecedents and consequences of educational success will likely affect life chances and further educational and occupational trajectories. Purpose: This paper contributes to this important, but as of yet, underdeveloped topic. The interplay between educational success—conceptualised as successful intergenerational educational mobility—and well-being is analysed as a dynamic, reciprocal, and gendered process. Sample: Panel data from the Transition from Education to Employment Project (TREE) is used to study the gendered interplay between educational success and well-being. TREE focuses on post-compulsory educational and labour market pathways of the PISA 2000 cohort in Switzerland. It is based on a sample of 6343 young people who left compulsory schooling in 2000. Data were collected annually from 2001 to 2007. At the time of the first interview, the age range of the middle fifty percent of the youths was between 16.5 and 17.3 years. Design and methods: As previous research shows, episodes of educational mobility will not be evenly distributed over the observed period (e.g., Mare 1980). Thus, an autoregressive cross-lagged mixture model framework is employed to account for the expected unequal distribution of the variables over time and the multilevel structure of the data (Samuel, Bergman, and Hupka-Brunner 2013). Within this framework, two modelling approaches are combined to test the implied reciprocal relationship between educational success and well-being. In the Latent Transition Analysis part of the model, success is measured as latent classes with fixed outcome categories. In the Autoregressive Structural Equation part of the model, well-being is specified to correlate over time. Models were estimated separately for males and females so as to allow for different error variances. Results: The models reveal that mechanisms of social comparison are gendered and operate differently at various stages of the observed period. Young females seem to be more likely to succeed and to experience positive effects in terms of well-being during successful episodes when compared to males. On the downside, females’ well-being seems to be more strongly affected by failure. Conclusions: This paper shows that well-being is a gendered personal resource during the transition to adulthood. These findings contribute to the literature on gender differences in educational success as they show how gender, as a social process, operates to create different success and well-being outcomes. [less ▲]

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See detailEducation and Social Progress in Switzerland
Samuel, Robin UL; Bergman, Manfred Max

Report (2014)

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See detailPsychological, Educational and Sociological Perspectives on Success and Well-Being in Career Development
Keller, Anita C.; Samuel, Robin UL; Semmer, Norbert K. et al

Book published by Springer (2014)

Detailed reference viewed: 164 (4 UL)
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See detailThe Meaning and Measurement of Well-Being as an Indicator of Success
Keller, Anita C; Semmer, Norbert K; Samuel, Robin UL et al

in Keller, Anita C; Samuel, Robin; Bergman, Manfred Max (Eds.) et al Psychological, Educational, and Sociological Perspectives on Success and Well-Being in Career Development (2014)

This chapter discusses the conceptualization and measurement of well-being and success, and the relationships between the two. Many scholars in well-being research agree that well-being consists of ... [more ▼]

This chapter discusses the conceptualization and measurement of well-being and success, and the relationships between the two. Many scholars in well-being research agree that well-being consists of satisfaction, positive and negative affect. There are less well established definitions in the area of success. Frequently, success is conceptualized in terms of career success, distinguishing between objective and subjective indicators. These indicators most often include salary, status, and career satisfaction. They are sometimes criticized for being inappropriate in current labor markets and as to their individual meaning. In this chapter, we provide a widening of the understanding of career success. This by incorporating the broader concept of work success in terms of success episodes referring to task performance, pro-social success, appreciation, and feedback [less ▲]

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See detailThe Gendered Interplay between Success and Well-Being during Transitions
Samuel, Robin UL

Presentation (2014)

Detailed reference viewed: 202 (2 UL)
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See detailLongitudinal Research on the School-to-Work Transition and Social Policy
Samuel, Robin UL

Scientific Conference (2014)

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See detailIntroduction: Psychological, Educational and Sociological Perspectives on Success and Well-Being in Career Development
Samuel, Robin UL; Bergman, Manfred Max; Keller, Anita C. et al

in Keller, Anita C.; Samuel, Robin; Semmer, Norbert K. (Eds.) et al Psychological, Educational and Sociological Perspectives on Success and Well-Being in Career Development (2014)

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See detailOverworked Managers in Europe: Creativity and Performance Pay
Samuel, Robin UL; Kanji, Shireen

Scientific Conference (2013)

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See detailNoncognitive Skills and Adult Outcomes
Samuel, Robin UL

Presentation (2013)

Detailed reference viewed: 30 (0 UL)
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See detailThe Interplay between Educational Achievement, Occupational Success, and Well-Being
Samuel, Robin UL; Bergman, Manfred Max; Hupka-Brunner, Sandra

in Social Indicators Research (2013), 111(1), 75-96

Many studies have examined the effect of life events, education, and income on well-being. Conversely, research concerning well-being as a predictor of life course outcomes is sparse. Diener’s suggestion ... [more ▼]

Many studies have examined the effect of life events, education, and income on well-being. Conversely, research concerning well-being as a predictor of life course outcomes is sparse. Diener’s suggestion “to inquire about the effects of well-being on future behavior and success” has, with some exceptions, not yet come to fruition. This article contributes to this body of research. We conceptualize and analyze the interplay between educational achievement, occupational success, and well-being as a complex process. The relationship between these domains is examined drawing on a structure-agency framework derived from Bourdieu and Social Comparison Theory. Social comparison between adolescents and their parents is suggested to be the mechanism explaining the effects of successful and unsuccessful intergenerational transmission of educational achievement and occupational success on well-being. It is further argued that well-being may serve as an individual resource by fostering educational and occupational outcomes. Panel data from the Transition from Education to Employment (TREE) project, a Swiss PISA 2000 follow-up study, was used. The interplay between well-being and successful and unsuccessful intergenerational transfer of educational attainment was analyzed in an autoregressive cross-lagged mixture model framework. Social comparison was found to be related to well-being, while well-being proved to significantly increase the probability of successful intergenerational transfer of educational attainment. [less ▲]

Detailed reference viewed: 167 (19 UL)