Young adults' achievement and attributional strategies in the transition from school to work: antecedents and consequences
Article first published online: 8 MAY 2002
Copyright © 2002 John Wiley & Sons, Ltd.
European Journal of Personality
Volume 16, Issue 4, pages 295–311, July/August 2002
How to Cite
Määttä, S., Nurmi, J.-E. and Majava, E.-M. (2002), Young adults' achievement and attributional strategies in the transition from school to work: antecedents and consequences. Eur. J. Pers., 16: 295–311. doi: 10.1002/per.442
- Issue published online: 29 JUL 2002
- Article first published online: 8 MAY 2002
- Manuscript Accepted: 25 JUN 2001
- Manuscript Received: 2 FEB 2000
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.