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

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.