Goal Engagement During the School–Work Transition: Beneficial for All, Particularly for Girls

Claudia M. Haase · Jutta Heckhausen · Olaf Köller

142 citations0/0 files storedJournal of Research on Adolescence

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Career Development and Diversity Education, Achievement, and Giftedness Youth Education and Societal Dynamics

Abstract

The school‐to‐work transition presents a substantial regulatory challenge for youth in modern societies. Based on the action‐phase model of developmental regulation, we investigated the effects of goal engagement on transition outcomes in a high‐density longitudinal study of noncollege‐bound German adolescents (N=362). Career‐related goal engagement was important for attaining a desired career goal (i.e., apprenticeship) for girls who generally faced unfavorable employment opportunities. For boys, goal engagement did not predict the attainment of an apprenticeship. Goal engagement was nonetheless beneficial for well‐being, predicting positive affect for both girls and boys. This effect was not mediated by attainment of an apprenticeship. The findings elucidate the role of goal engagement under structural and temporal constraints and suggest possible avenues for intervention.

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References

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2011Employee Job Search 2023The development of subjective well-being across the life span: A meta-analytic review of longitudinal studies.2022Outside the “Cultural Binary”: Understanding Why Latin American Collectivist Societies Foster Independent Selves 2009Adolescents’ Self-Concordance, School Engagement, and Burnout Predict Their Educational Trajectories 1This paper is part of a series on “Youth Development in Europe: Transitions and Identities” that will appear in the European Psychologist throughout 2008 and 2009. Taken together, the papers aim to make a conceptual contribution to the increasingly important area of youth development, especially within the context of an expanding Europe, by focusing on variations and changes in the transition to adulthood and emerging identities. The series will conclude with a summary by the organizers of the series, Katariina Salmela-Aro (University of Jyväskylä, Finland) and Ingrid Schoon (University of London, UK).

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