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RESEARCH PRODUCT
Young adults' achievement and attributional strategies in the transition from school to work: antecedents and consequences
Sami MäättäJari-erik NurmiEeva‐maria Majavasubject
Social PsychologyTransition (fiction)05 social sciences050109 social psychologyDevelopmental psychologyWork statusWork (electrical)0501 psychology and cognitive sciencesYoung adultPsychologyAttributionCurriculumDepression (differential diagnoses)050104 developmental & child psychologyGraduationdescription
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, such as passive avoidance, led to problems in dealing with the transition from school to work. In turn, young adults' problems in dealing with this transition decreased their use of self‐serving causal attributions, which was also found to lead to increased depressive symptomatology. Copyright © 2002 John Wiley & Sons, Ltd.
| year | journal | country | edition | language |
|---|---|---|---|---|
| 2002-07-01 | European Journal of Personality |