The Role of Parents and Peers in the Transition From University to Work Life
Abstract
This longitudinal study addresses the role of support given by parents and peers during the transition from university to work life. A sample of 64 German university students in their last year at the university completed scales from the Network of Relationships Inventory regarding general support, namely, instrumental aid and intimacy with mothers, fathers, romantic partners, and friends. Four years later, they assessed domain-specific support when looking for work, namely, joint exploration and instrumental support. Participants perceived receiving both types of support from all significant others. However, joint exploration was more important than instrumental support. They felt especially supported by romantic partners. Women received more support than did men. Both types of domain-specific support were explained by general modes of support assessed 4 years earlier. Whether parents, friends, and partners were perceived as helpful during the transition was explained mainly by joint exploration. Again, support from a partner was seen as especially helpful in contrast to help from parents and friends. The special significance of joint exploration underlines the benefit of counseling at the transition from university to work life.
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Biographies
Heike M. Buhl received her PhD in psychology from the University of Mannheim, Germany. She is a professor of educational and developmental psychology at Paderborn University, Germany. Her research focuses on family relationships, teacher education, and reading literacy. She enjoys spending time with her family and gardening.
Peter Noack earned his PhD in psychology at the TU Berlin, Germany. He is a professor of educational psychology at the Friedrich-Schiller-University Jena. His research addresses learning motivation at school, civic development and socialization, and family relationships. He likes music, listening and playing, and (not only scientific) reading.
Baerbel Kracke received her PhD in Psychology from the Justus-Liebig-University Giessen, Germany. She is a professor of educational psychology in the Department of Education at the Friedrich-Schiller University Jena. Her research addresses individual and school factors influencing career development in adolescents, inclusive education in schools, and teacher education. She enjoys reading, talking about politics, and eating with family and friends.
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Article first published online: July 14, 2017
Issue published: December 2018
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