Figure 1.
Data collection design for the longitudinal study. The present study is based primarily on data from Project II, Project III and Project I.
Note: Project I, ‘Reform 94 – Special educational needs’, was funded by the Norwegian Ministry of Education and Science. Project II, ‘Adult life on special terms?’, was funded by the Welfare Program of the Norwegian Research Council. Project III, ‘Vulnerable youth – transition to adult life’, was funded by the Norwegian Research Council, Volda University College and Møre Research, Volda. Project IV, ‘Adult life in the late 20s and early 30s was funded by Volda University College. The present study is based primarily on data from Project II (from Kvalsund and Bele 2010a and b) and Project III but also on data from Project I. For Project IV, ‘Adult life in the 30s’, telephone interviews were conducted with the young adults in spring 2012. For further details on the data collection process from 1996 to 2007, see Young Adults Data Collection 2007 (Båtevik and Myklebust 2007), available at http://www.hivolda.no/neted/site/group1/notat16_07.pdf.
Figure 2.
Theory/model – analytical frame of reference – Transition to adult life. The interconnection among categories of independent variables (in three Norwegian longitudinal research projects): personal factors, family situation, special educational measures and changed life situation variables.
Table 1.
Comparing students identified as SEN students – 1996 population, 1996, 2002 and 2007 samples (expressed as a percentage).
Table 2.
Overview of dichotomized dependent variables for 2002 (N=494) and 2007 (N=372).
a See Kvalsund and Bele (2010b).
b This aspect was not explicitly analysed in the present article. However, we have studied network in small groups. As we include the total range of network density, from isolation to integration, we have also studied this network quality towards the isolating and bonding social adaptation (in Table 2).
Table 3.
Overview of the three categories of dichotomized independent variables in 2002 (N=494) and the four categories of dichotomized independent variables in 2007 (N=373).
Table 4.
Being socially marginalized or integrated in a small strategically formed network or not in early adult life (age 24) and in adulthood (age 29), affected by independent variables related to the beginning of upper secondary school and by life situation variables in adulthood (in 2007). Logistic regression.a
Table 5.
Being socially marginalized or integrated in a spontaneously formed network of persons of the same age or not in early adult life (age 24, T1) and in adulthood ( age 29, T2), affected by independent variables related to the beginning of upper secondary school and by life situation variables in adulthood (in 2007). Logistic regressiona.
