University of Helsinki, Helsinki, Finland.
Dev Psychol. 2012 Nov;48(6):1575-93. doi: 10.1037/a0030188.
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 identity 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 picture 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. (PsycINFO Database Record (c) 2012 APA, all rights reserved).
从普通教育（例如高中）到职业和高等教育（例如大学、职业学校）或到劳动力市场的过渡带来了许多发展挑战。这些挑战包括做出职业选择，更广泛地说，还包括管理过渡。应对这些挑战取决于个人、他们的社交网络以及更广泛的社会、文化和制度条件。本文讨论了发展调节、职业发展和身份理论的信息价值，用于概念化学校后过渡阶段的适当参与。尽管先前的心理学研究集中在个人的职业和过渡相关的参与及其结果上，但我们认为这种观点是有限的，因为人们对年轻人的参与如何得到重要他人的行为的补充和影响以及如何受到结构限制和机会的影响知之甚少。讨论了对未来发展研究的影响。（2012 年 APA，版权所有）。
