Social Futures and Life Pathways of Young People in Queensland: A Longitudinal Project, Wave 1

The longitudinal 'Social Futures and Life Pathways of Young People in Queensland' project seeks to examine changes in the attitudes, behaviours and life pathways of Queensland high school students. Specifically, the project is concerned with empirically addressing theoretical assertions regarding deinstitutionalisation (the apparent decline and/or restructuring of social institutions) and the emergence of the reflexive self (a form of selfhood in which individuals monitor, engage with and adapt to deinstitutionalisation processes). The wave one dataset contains information on the educational and occupational orientations of students. It examines expectations for the future (such as life goals and aspired occupations), the quality of friendship and family networks, trust in others, confidence in institutions, social values and social identification. Major variable groups address general future possibilities in the form of moving location, child-rearing, marriage (and marriage dissolution), employment (and the possibility of unemployment). Students were also asked narrower questions regarding their intentions for life immediately after high school (e.g. whether or not they will attend university, find a job etc). Furthermore, students were asked to nominate how confident they were that they would achieve a good education, a job that pays well and so forth. The influence of family and non-family members over respondent decision-making was enquired into, and respondents were asked to nominate their confidence in socialising groups such as family and peer networks and teachers. Extending on this focus on interpersonal trust, students were also asked to rate their trust in institutions such as the media and the state (specifically, police and government). Respondents were also asked to rate the importance of setting goals, having self-confidence and finding meaning in life. In addition, respondents were asked to nominate how happy it would make them to acheive socially-recognised milestones such as marrying, having children and possessing a university degree. Finally, contextual information was sought regarding possible upheavals in respondents' recent histories. Students were asked whether or not they had changed schools, experienced serious health problem or had experienced family problems. Background variables cover gender, date of birth and country of birth, languages spoken at home, gender and ethnicity. Parents' countries of birth and occupation were also captured. A three-digit code representing high school has also been included in the data.

昆士兰州青少年社会未来与人生轨迹纵向研究项目旨在探究昆士兰州高中生的态度、行为模式与人生轨迹的变迁。具体而言，本项目旨在以实证方式回应与去制度化（deinstitutionalisation）（即社会制度的明显衰落与/或重构）以及反思性自我（reflexive self）（一种个体对去制度化进程进行监控、参与并适应的自我形态）相关的理论主张。第一波调查数据集涵盖了学生的教育与职业取向相关信息，包含学生对未来的期许（如人生目标与理想职业）、友谊与家庭网络质量、对他人的信任度、对各类制度的信心、社会价值观与社会认同等内容。核心变量组围绕学生未来的多种可能性展开，涵盖迁居、育儿、婚姻（及婚姻解体）、就业（及失业可能性）等维度。此外，问卷还设置了针对高中生毕业后短期人生规划的细化问题，例如是否计划就读大学、寻找工作等。调研还要求学生自评其在实现优质教育、高薪工作等目标方面的信心程度。研究同时调研了家庭成员与非家庭成员对受访者决策的影响，并要求受访者自评其对各类社交群体（如家庭、同伴网络及教师）的信任度。基于对人际信任的关注，调研还要求学生对媒体、国家机构（具体为警方与政府）等各类制度的信任程度进行评分。受访者还被要求对设定目标、拥有自信心以及探寻人生意义的重要性进行评分。此外，调研还询问了受访者对达成社会认可的人生里程碑（如结婚、生育子女、获得大学学位）所带来的幸福感的预期。最后，数据集收集了受访者近期可能经历的人生变故相关背景信息，包括是否转学、罹患严重疾病或遭遇家庭问题。背景变量涵盖性别、出生日期、出生国家、家庭使用语言、性别及族裔信息。此外，数据集还收录了受访者父母的出生国家与职业信息，同时包含代表就读高中的三位数编码。