Young adults' achievement and attributional strategies in the transition from school to work: antecedents and consequences

This study focused on investigating the extent to which the achievement and attributional strategies individuals deploy influence their success in dealing with the transition from school to work, and whether their success or failure in this particular would have consequences for the kinds of strategy they deployed later in life. Two hundred and fifty young adults filled in the Cartoon‐Attribution‐Strategy Inventory, a revised version of Beck's Depression Inventory, and a work status questionnaire at the beginning of the last spring term of their curriculum, four months after their graduation, and a year and a half after it. The results showed that the deployment of maladaptive strategies, …