Aussiedlerjugendliche: im Spannungsfeld zwischen deutsch und fremd

In dem vorliegenden Aufsatz stehen deutschstämmige jugendliche Aussiedler im Mittelpunkt mit ihren spezifischen Migrations- und Integrationsproblemen. Viele dieser Jugendlichen sind ohne ausdrücklichen Wunsch in die Bundesrepublik gekommen, da sie in ihrem Land, sei es Rußland, Polen oder Rumänien voll integriert waren. Obwohl die meisten Jugendlichen behaupten, die einheimischen Deutschen seien 'anders' als sie selbst, gibt es wenig Anzeichen für eine mißlungene Anpassung und Entwicklung unter Aussiedlerjugendlichen. Diese unerwartet gelungene Anpassung läßt sich besser verstehen, wenn gezeigt werden kann, daß sich die Jugendlichen tatsächlich schnell, schneller jedenfalls als ihre Eltern, dem 'Skript' des Erwachsenwerdens in Deutschland anpassen. Hierzu zählen die Abfolge und der Zeittakt neuer Anforderungen und Vorrechte beim Übergang von der Kindheit zur Jugend. Dies wird anhand zugrundeliegender Daten bewiesen, die einem interdisziplinären Projekt 'Erfolg und Verlauf der Aneignung durch Ausländer' entstammen, daß von 1990 bis 1993 durchgeführt wurde. (psz

Balanced skills among nascent entrepreneurs

This paper examines the effects and origins of balanced skills among nascent entrepreneurs. In a first step we apply Lazear’s jack-of-all-trades theory to investigate performance effects of a balanced skill set. Second, we investigate potential sources of balanced skills, thereby testing the investment hypothesis against the endowment hypothesis. Analyzing data on high-potential nascent projects, we find support for the notion that balanced skills are important for making progress in the venture creation process. Regarding the origins of balanced skills, the data support both hypotheses. In line with the investment hypothesis an early interest in an entrepreneurial career, prior managerial and entrepreneurial experience are significantly related with a more balanced skill set. Supporting the endowment hypothesis, an entrepreneurial personality profile indicating entrepreneurial talent is correlated with a balanced skill set. Our results thus hint at the need for theories on the origins of a balanced skill set that integrate both views

Where do entrepreneurial skills come from?

Applying Lazear’s jack-of-all-trades theory we investigate the formation of entrepreneurial skills in two datasets on innovative new firms. Our results suggest that traditional human capital indicators individually have little or no influence on entrepreneurial skills. However, consistent with Lazaer’s theory those entrepreneurs who exhibit a varied set of work experience have higher entrepreneurial skills relevant for starting and growing a firm. This supports the notion that a varied set of work experiences rather than depth of any particular type of experience or education is important for the development of entrepreneurial skills

Where do entrepreneurial skills come from?

Applying Lazear’s jack-of-all-trades theory we investigate the formation of entrepreneurial skills in two datasets on innovative new firms. Our results suggest that traditional human capital indicators individually have little or no influence on entrepreneurial skills. However, consistent with Lazaer’s theory those entrepreneurs who exhibit a varied set of work experience have higher entrepreneurial skills relevant for starting and growing a firm. This supports the notion that a varied set of work experiences rather than depth of any particular type of experience or education is important for the development of entrepreneurial skills

Career preparedness and school achievement of Portuguese children: longitudinal trend articulations

Social Cognitive Career Theory suggests that students' preparedness for the school-to-work transition is a developmental process. Middle school children explore various careers, obtain feedback about their academic progress, and develop career self-efficacy and outcome expectations. These processes advance provisional educational/occupational goals. The literature has suggested articulations between career and academic development and how both vary across demographic characteristics, but longitudinal studies linking these processes are scarce. This study tested articulations between career preparedness and academic achievement during middle school years and employed gender and geographical location as potential moderators affecting the linkage between career and school domains. Participants included 429 children (47.8% girls) from northern (69.5%) and central Portugal (30.5%) followed across four occasions of measurement (MageWave1 = 10.23, SD = 0.50). Data was collected with school records, the Multidimensional Scales of Perceived Self-Efficacy, Career Exploratory Outcome Expectations Scale, Childhood Career Exploration Inventory and Childhood Career Development Scale. Average and orthnormalized linear, quadratic and cubic trends were computed. Pearson correlation coefficients suggested positive and statistically significant associations between career exploratory outcome expectations and academic achievement average trends. Career planning and self-efficacy expectations were negatively associated with academic achievement quadratic trends. Multiple linear regression models suggested that career exploratory outcome expectations and career planning were respectively statistically significant predictors of the average and quadratic trends of academic achievement. Gender moderated the association between the career variables and academic achievement linear trends as well as the relation of career planning and self-efficacy with academic achievement cubic trends. Additionally, the geographical location moderated the association between the average trend of career exploratory outcome expectations and academic achievement as well as tended to moderate the relation between the career variables and academic achievement quadratic trends. Future research could seek to explore the role of context in shaping the trajectories and linkages between career and academic progress with a more representative sample of participants from a broader array of geographical locations. This study advances extant literature by affirming the longitudinal relationship between the school and work domains in youth, which might sustain practices aimed at fostering students' career preparedness and academic achievement.This study was funded by the Portuguese Foundation for Science and Technology through a Doctoral grant (SFRH/BD/84162/2012), supported by national funds of the Portuguese Ministry of Education and Science and the European Social Fund through the Human Capital Operational Program. This study was conducted at the Psychology Research Centre (UID/PSI/01662/2013), University of Minho, which is supported by the Portuguese Foundation for Science and Technology and the Portuguese Ministry of Education and Science through national funds and co-financed by FEDER through COMPETE2020 under the PT2020 Partnership Agreement (POCI-01-0145-FEDER-007653).info:eu-repo/semantics/publishedVersio

Personality Traits, Self-Employment, and Professions

We investigate the effect of broad personality traits' - the Big Five - on an individua's decision to become self-employed. In particular, we test an overall indicator of the entrepreneurial personality. Since we find that the level of self-employment varies considerably across professions, we also perform the analysis for different types of professions, namely, those classified as being in the 'creative class' as compared to the noncreative class. The analysis is based on micro data for individuals of the German Socio Economic Panel (SOEP). We find a significant association between personality traits and the propensity be become self-employed. However, the strength of this link is fairly weak and differs across professions, indicating an important effect of an individual's profession on his or her decision to run an own business