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. 2022 Jul 25;19(15):9021.
doi: 10.3390/ijerph19159021.

Education Makes the Difference: Work Preferences of Young Adults with Physical Disability

Limor Gadot  1 , Yifat Faran  2 , Orly Sarid  3
Affiliations

Education Makes the Difference: Work Preferences of Young Adults with Physical Disability

Limor Gadot et al. Int J Environ Res Public Health. .

Abstract

This study focused on the work preferences of young adults with physical disabilities (YAPD) in Israel and the variables that affect those preferences. The theory of planned behavior (TPB) was employed to explain work preferences. We examined direct and indirect links between education and socioeconomic status (SES) in a comprehensive model that tested the mediating role of the TPB and self-assessed health. A cross-sectional study was conducted throughout 2017. Participants included 348 YAPD aged 18-30 not yet integrated into the workforce. Exploratory factor analysis of work preferences yielded three dependent variables: 'intention to work', 'interest, security, and advancement at work', and 'willingness to work in the free market'. Data analysis included correlations and path analysis by structural equation modeling. Education was positively associated with all work preferences, while SES was positively associated with 'interest, security, and advancement at work'. Subjective norms mediated the relation between education and 'intention to work' and 'interest, security, and advancement at work'. Self-efficacy mediated the relation between SES and 'interest, security, and advancement at work'. Finally, self-assessed health mediated between SES and self-efficacy. Education is a crucial human capital in predicting work preferences of YAPD. The TPB components are important factors in predicting work preferences.

Keywords: education; physical disabilities; social factors; social norms; work; young adult.

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Conflict of interest statement

The authors declare no conflict of interest. The funders had no role in the design of the study; in the collection, analyses, or interpretation of data; in the writing of the manuscript, or in the decision to publish the results.

Figures

Figure 1
Figure 1
The path analysis model with significant effects and correlations (i.e., standardized path coefficients) between the variables. * p < 0.05, ** p < 0.01, *** p < 0.001.
See this image and copyright information in PMC

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