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5 - What should I do with my life?

Motivational, personal, and contextual factors in mastering the transition of graduating from high school

Published online by Cambridge University Press:  05 October 2014

By
David Weiss ,
Bettina S. Wiese  and
Alexandra M. Freund
Edited by
Ingrid Schoon  and
Jacquelynne S. Eccles
David Weiss
Affiliation:
University of Zurich
Bettina S. Wiese
Affiliation:
RWTH Aachen University
Alexandra M. Freund
Affiliation:
University of Zürich
Ingrid Schoon
Affiliation:
Institute of Education, University of London
Jacquelynne S. Eccles
Affiliation:
University of Michigan, Ann Arbor
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Summary

Abstract

The transition from high school to college, an apprenticeship, or the workforce is very demanding for adolescents. In this chapter, we explore the factors that contribute to successfully adapting to the many demands of this transition. Building on findings from developmental, social, and vocational psychology, we explore the role of three types of factors for mastering this transition: (1) motivational factors (goal selection and pursuit), (2) personal attributes and attitudes (personality and gender-related attitudes), and (3) context variables (parent modeling). Regarding motivational factors, we build on the model of selection, optimization, and compensation (SOC) and investigate the importance of the selection, pursuit, and maintenance of goals for adapting to the transition. As for personal attributes and attitudes, we argue that traditional gender-related attitudes, although less influential for educational choices, can help to buffer the insecurities adolescents face during this period. Finally, turning to contextual factors, we discuss the influence of parental work participation in different phases of the family life cycle on adolescents’ planning of their future career- and family-related lives.

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Chapter
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Gender Differences in Aspirations and Attainment
A Life Course Perspective
 , pp. 125 - 145
Publisher: Cambridge University Press
Print publication year: 2014

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