Early working experiences in the promotion of vocational identity and well-being in late adolescents: The case of the experience of school-work alternation

Despite the fact that the world of work has undergone substantial transformations, the identity domain linked to the definition of oneself as a worker remains fundamental (Guichard et al., 2012) and, in this sense, remains closely linked to the personal well-being of the individual. In order to respond in a congruent manner to the new challenges of the world of work, schools are also called upon to play an active role, being a primary scenario of experience for adolescents. Through a person-centered approach, this study, using a non-hierarchical cluster analysis (k medie), aims to identify the states of vocational identity in a group of Italian high school students, included in alternation school / work paths and to assess the relationship with the eudaimonic wellbeing. A booklet of self-report questionnaires aimed at investigating vocational identity and eudaimonic wellbeing was administered to 412 high school students from Campania (Mage=18.79 years, SD=1.19). The cluster analysis identified six states of vocational identity, which can be superimposed on those previously identified in the Italian context. The states of vocational identity were significantly differentiated from each other with reference to the level of perceived eudaimonic well-being.