Phase-adequate engagement at the post-school transition

Julia Dietrich, Philip Parker, Katariina Salmela-Aro

    Research output: Contribution to journalArticlepeer-review

    78 Citations (Scopus)

    Abstract

    The transition from general education (e.g., high school) to vocational and tertiary education (e.g., college, vocational school) or to the labor market presents a number of developmental challenges. These challenges include making career choices and, more broadly, managing the transition. Coping with these challenges depends on the individual, their social network, and wider societal, cultural, and institutional conditions. This article discusses the informative value of developmental regulation, career development, and identify theories, for conceptualizing phase-adequate engagement at the post-school transition. Although previous psychological research has focused on individuals' career and transition-related engagement and its outcomes, we suggest this picutre is limited because little is known about how young people's engagement is complemented and affected by the behavior of significant others and shaped by structural constraints and opportunities. Implications for future developmental research are discussed.
    Original languageEnglish
    Article number6
    Pages (from-to)1575-1593
    Number of pages19
    JournalDevelopmental Psychology
    Volume48
    DOIs
    Publication statusPublished - 2012

    Keywords

    • career development
    • context
    • identity
    • phase, adequate engagement
    • regulation

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