I gränslandet mellan barn- och vuxenliv ställs ungdomar inför många utmaningar. Under denna komplexa period finns bland annat en förväntan, att denne på ett vuxet och moget sätt, ska hantera och ta beslut om framtida utbildning och karriär. Samtidigt som det sker ett sökande efter identitet och tillhörighet. Om man dessutom tvingas fly, utan sina föräldrar, från ett land drabbat av krig blir dessa utmaningar än fler och ännu större. Socialstyrelsens (2021) statistik visar att 35 369 ensamkommande barn kom till Sverige under 2015. Endast 8% av dessa var flickor. Tidigare forskning åskådliggör ett mottagande, till största del baserat på pojkar och deras behov, vilket gör att flickorna kommer i skymundan och i många fall missgynnas i framtida karriärvägar. I denna kvalitativa studie har fokus varit att studera och analysera karriärvägar för fem ensamkommande flickor från Afghanistan. Ett land med stark könsegregation, där korrupta juridiska system missgynnar landets kvinnor skriver Brunnberg och Darvishpour (2016). Studien tar även del av flickornas upplevelser av mötet med studie- och yrkesvägledning. Resultaten visar att tidigare skolerfarenhet, föräldrars utbildning samt typ av uppehållstillstånd är betydande för flickornas framtida karriärvägsmöjligheter. Således finns det ett stort behov av att vidare undersöka ensamkommande barns väg in i det svenska skolsystemet. Framförallt finns det behov av fler studier som ser till de ensamkommande flickornas erfarenheter och behov. Den här kvalitativa uppsatsen har som ambition att bidra med ny kunskap inom detta område. / In the borderland between childhood and adulthood, young people face many challenges. During this complex period, there is an expectation that they, in an adult and mature way, will handle and make decisions about their future education and career. At the same time as there is a search for identity and belonging. If you are also forced to flee, without your parents, from a country affected by war, these challenges will be even more and even greater. The National Board of Health and Welfare's (2021) statistics show that 35,369 unaccompanied children came to Sweden in 2015. Only 8% of these children were girls. Previous research illustrates a reception, largely based on boys and their needs, which means that the girls are overshadowed and in many cases disadvantaged in future career paths. In this qualitative study, focus has been on studying and analyzing career paths for five unaccompanied girls from Afghanistan. A country with strong gender segregation, where corrupt legal systems disadvantage the country's women (Brunnberg och Darvishpour, 2016). The study also shows the girls experiences of the meeting with studying and career guidance. The results show that previous school experience, parents education and type of residence permit are significant for the girls future career path opportunities. Thus, there is a great need to further investigate the path of unaccompanied children into the Swedish school system. Above all, there is a need for more studies that look at the experiences and needs of unaccompanied girls. This qualitative thesis aims to contribute new knowledge in this area.

Denna studie syftar till att undersöka hur de ukrainska flyktingarna i uppsatsen uppleveromställningsprocesser och gör karriärval på den svenska arbetsmarknaden. Det är en kvalitativundersökning som grundas på Careership och KASAM teorierna. Arbetets resultat och analys baseraspå intervjuer av elva ukrainska flyktingar som har fått tillfälligt uppehållstillstånd i Sverige. Studienundersöker hur de ukrainska flyktingarna gör strategiska val i sina omställningsprocesser och vilkafaktorer som påverkar deras val. Vidare undersöker vi de förutsättningar de ukrainska flyktingarnaanser att de behöver för att kunna etablera sig på den svenska arbetsmarknaden. Studiensforskningsresultat visar att ukrainare gör praktiskt rationella val baserade på flera faktorer. Ukrainskaflyktingar har en hög vilja och motivation att hitta arbete. De upplever dock vissa svårigheter med atthitta arbete på grund av bristande språkkunskaper och otillräckligt stöd från myndigheterna varsfunktioner ukrainare upplever som obegripliga. I studien framkom det att många flyktingar behöver få bättre information som ger dem möjlighet att skapa en förståelse för hur det svenska samhälletfungerar. / This study aims to investigate how Ukrainian refugees in the essay experience adjustment processesand make career choices in the Swedish labor market. It is a qualitative research based on the theoriesof Careership and Sense of Coherence. The results and analysis of the work are based on interviewswith eleven Ukrainian refugees who have received a temporary residence permit in Sweden. The studyexamines how Ukrainian refugees make strategic choices in their adjustment process and whichfactors influence their choice. We examine the conditions that the Ukrainian refugees believe theyneed in order to establish themselves in the Swedish labor market. The study's research results showthat Ukrainians make practically rational choices based on several factors. Ukrainian refugees have ahigh will and motivation to find work. However, they experience some difficulties in finding work dueto lack of language skills and insufficient support from the authorities whose functions Ukrainians findincomprehensible. In the study, it emerged that many refugees need to receive better information thatgives them the opportunity to create an understanding of how Swedish society works.

Tidigare forskning och dagstidningar visar att det kommer många invandrade akademiker till Sverige, däribland lärare, samtidigt som det råder stor brist på pedagoger. Utländska lärares vidareutbildning är ett projekt vid sex universitet och högskolor i Sverige, dit lärare med en utländsk examen kan vända sig för att komplettera sin utbildning och få en svensk lärarlegitimation eller behörighet. Med anledning av detta är syftet med arbetet att undersöka invandrade lärares syn på ULV-projektet och vilka hinder och möjligheter de mött. Vi har även undersökt hur de upplever tillgången till studie- och yrkesvägledning. För att besvara våra frågeställningar har tidigare forskning, teorin Planned happenstance och begreppen Kapital och Habitus tillsammans med kvalitativa intervjuer använts. Det empiriska materialet inhämtades genom sex kvalitativa intervjuer med ULV-deltagare från Malmö högskola. Resultatet visar bland annat att deltagarna ser positivt på projektet och upplever många möjligheter. De menar till exempel att de nu har två lärarutbildningar och att de har utvecklats och vuxit oerhört som både person och pedagog. Resultatet visar även att språket, som från början var deras största upplevda hinder, idag kan ses som en möjlighet. / Earlier research and newspapers show that many immigrant academics come to Sweden, including teachers, while there is a great shortage of educators. Foreign teacher training (ULV-project) is a project at six universities and colleges in Sweden, where a teacher with a foreign degree can turn to complete their education and get a Swedish teacher certification. For this reason, the purpose of the thesis is to examine immigrant teachers' views of the ULV-project and what obstacles and opportunities they faced. We also examined how they perceive the access to educational and vocational guidance. In order to answer our questions, previous research, the theory Planned happenstance and concepts Capital and Habitus along with qualitative interviews were used. The empirical data was collected through six interviews with ULV participants from Malmö University. The result shows that participants look positively on the project and they experience many possibilities. They argue, for example, that they now have two teacher education degrees and that they have developed and grown tremendously as both a person and a teacher. The result also shows that language, which from the beginning was their greatest perceived barriers today, can be seen as an opportunity.

Во время непрерывного образования человека необходимо изменить подход к пониманию смыла профориентации, она также должна стать непрерывной. В работе выявлены проблемы внедрения и развития социального партнерства в профориентационной деятельности учреждений общего образования Свердловской области и разработан проект по созданию виртуальной площадки для развития социального партнерства в профориентационной деятельности учреждений общего образования Свердловской области. / During a person's continuous education it is necessary to change the approach to understanding vocational guidance; it must also become continuous. In the master's thesis, the problems of implementation and development of social partnership in vocational guidance institutions of general education of the Sverdlovsk region were identified and a project was developed to create a virtual platform for the development of social partnership in vocational guidance institutions of general education of the Sverdlovsk region.

This study wants to investigate internal driving forces of employees who want a career change, what type of career-related support they need to move forward, and how this support can be made available, as well as their thoughts on the potential of career-interventions supporting the career-health of employees. Peavy’s socio-dynamic counseling theory, Antonovsky’s SOC and previous studies on career-counselling and health build the theoretical framework for the study. The CIP-theory was used as a methodological tool to generate empirical evidence. Eight semi-structured qualitative interviews were conducted with an interview guide built on SOC’s comprehensibility, manageability and meaningfulness. Results show that these employees experience some negative health-effects and difficulties to proceed on their own, hence describes a need for support at different stages of the process. All participants mention meaningfulness as an important driving-force and they express a wish for conversational support to investigate what could be meaningful for them. / Syftet med studien är att undersöka drivkrafter hos anställda som önskar en karriärrelaterad förändring, vilket karriärrelaterat stöd dessa anställda upplever sig ha behov av för att komma vidare och hur stödet kan tillgängliggöras, samt deras tankar kring karriärvägledningens potential för främjandet av karriärhälsa. Peavys konstruktivistiska vägledningsteori och Antonovskys KASAM har använts som teoretiskt ramverk tillsammans med tidigare forskning kring vägledning och hälsa. CIP-teorin har använts som metodologiskt verktyg för att generera empiri i denna kvalitativa intervjustudie. Åtta semistrukturerade intervjuer har genomförts med hjälp av en intervjuguide skapad utifrån KASAMs tre begrepp begriplighet, hanterbarhet och meningsfullhet. Resultaten visar att anställda som önskar förändring kan uppleva negativa hälsoeffekter och svårigheter att på egen hand ta sig vidare och beskriver behov av stöd under olika faser av beslutsprocessen. Samtliga deltagare nämner meningsfullhet som en drivkraft och de önskar samtalsstöd i utforskandet av vad som skulle kunna vara meningsfullt för just dem.

Society, including the education system and labor market, is constantly evolving, placing demands on career counselors to continuously develop their skills and stay up to date with these changes. Previous research has relatively little information on how career counselors in Sweden themselves experience professional development. Hence, the purpose of this study is to explore the experiences of professional development among career counselors in municipal primary and secondary schools. The study adopts a qualitative approach through interviews with six practicing career counselors. To investigate the purpose, two research questions have been formulated: How do career counselors in municipal primary and secondary schools experience the influence of themselves and their colleagues on their professional development? And: How do career counselors in municipal primary and secondary schools experience the influence of external factors on their professional development? The empirical data has been analyzed using Illeris' formula of competence and Patton and McMahon's STF-model. The analysis reveals that career counselors have a natural or acquired curiosity to learn more things. It was found that career counselors receive the greatest support and can discuss questions about new relevant professional development within their network. The analysis also indicates that career counselors may need more guidance from policymakers regarding their professional development to maintain a high quality. / Samhället, inklusive skola och arbetsmarknad, är i ständig förändring vilket ställer krav på studie- och yrkesvägledare att kompetensutveckla sig och att hålla sig ajour med dessa förändringar. I tidigare forskning finns det relativt lite forskat på hur studie- och yrkesvägledare i Sverige själva upplever kompetensutveckling. Därifrån kommer syftet med denna studie; att utforska vilka upplevelser av kompetensutveckling studie- och yrkesvägledare har inom kommunal grund- och gymnasieskola. Studien utgår ifrån en kvalitativ ansats med intervjuer av sex verksamma studie- och yrkesvägledare. För att undersöka syftet har det formulerats två forskningsfrågor; hur upplever studie- och yrkesvägledare inom kommunala grund- och gymnasieskolor att de själva och deras kollegor påverkar deras kompetensutveckling? Samt: Hur upplever studie- och yrkesvägledare inom kommunala grund- och gymnasieskolor att externa faktorer påverkar deras kompetensutveckling? Genom Illeris kompetensformel och Patton och McMahons STF-modell har empirin analyserats. I analysen framkommer det att studie- och yrkesvägledare har en naturlig eller inlärd nyfikenhet att lära sig fler saker. Det visade sig att studie- och yrkesvägledare har störst stöd och kan bolla frågor kring ny relevant kompetensutveckling via sitt nätverk. Analysen visade även att studie- och yrkesvägledare kan behöva en större styrning från politiker gällande deras kompetensutveckling för att hålla en hög kvalitet.

Syftet med denna studie är att undersöka hur studie- och yrkesvägledare beskriver det förebyggandearbetet med barn och unga som riskerar att hamna i en gängkriminell kontext. För att få en djupare förståelse för problematiken och de arbetsmetoder som tillämpas för att stödja elever i riskzonen förgängkriminalitet, utgår studien från en kvalitativ metod där empirin samlats in genom semistrukturerade intervjuer med åtta studie- och yrkesvägledare som är verksamma på grundskolor i utsatta områden. Resultaten från studien visar att en central del av det förebyggande arbetet sker i form av samverkan med skolans elevhälsoteam, polis, socialtjänst och övriga aktörer inom det samverkande fältet. En viktig slutsats är att en stor del av arbetet utgår från ett relationsfrämjande förhållningssätt. Vidare är deras upplevelse att vägledningsinsatser spelar en betydande roll för att främja framtidstro hos elever som befinner sig i riskzonen för att hamna i en gängkriminell kontext. Tidiga vägledningsinsatser, upplevsdärför vara av betydelse redan i lägre åldrar. Genom att stärka elevers självförmåga, självkänsla och vidga deras handlingshorisont inför framtida val, kan detta få en förebyggande effekt. Detta arbete försvåras dock på grund av bristande förutsättningar för ett långsiktigt förebyggande arbete som tenderar att dels, i vissa fall, stagnera och dels leda till att arbetet istället får ett fokus på att möta det behov som är mest akut. / The purpose of this study is to examine how study and career counselors describe preventive work with children and adolescents at risk of becoming involved in gang-related activities. To gain a deeper understanding of the issues and the methods applied to support students at risk of gang involvement, the study adopts a qualitative approach, collecting empirical data through semi-structured interviews with eight study and career counselors working in compulsory schools in vulnerable areas. The results of the study show that a central part of the preventive work is carried out through collaboration with the school’s student welfare team, police, social services, and other actors in the collaborative field. An important conclusion is that a significant part of the work is based on a relationship-building approach. Furthermore, their experience is that career counselor’s interventions play a significant role in promoting hope for the future among students at risk of involvement in gang-related activities. Early career counselor’s interventions are therefore perceived to be important even at younger ages. By strengthening students’ self-efficacy, self-esteem, and broadening their horizon of action, this can have a preventive effect. However, this work is challenged by the lack of conditions for long-term preventive work, which tends to, in some cases, stagnate and, in others, lead to a focus on meeting the most acute needs.

The general aim of this study was to investigate whether a relationship exists between employee wellness (specifically sense of coherence, burnout, sources of job stress and work engagement) and career anchors, and to determine whether gender, race, employment and age groups differed in terms of the employee wellness and career anchors variables. The study was conducted among a random sample of 90 employees in a typical South African work context. The data was collected by means of the Orientation to Life Questionnaire (OLQ), Maslach’s Burnout Inventory (MBI), Sources of Job Stress, the Utrecht Work Engagement Scale (UWES) and the Career Orientations Inventory (COI). Supporting evidence indicates significant associations between employee wellness and the career anchors variables. The results also showed significant differences between the career anchors of males, females, blacks, whites, permanent staff, contract staff and age groups. The findings contribute valuable new knowledge to the wellness and career literature and organisational practices related to employee wellness and career decision making. / Industrial and Organisational Psychology / M.Com. (Industrial and Organisational Psychology)

Uma das tarefas mais importantes do desenvolvimento pessoal, na adolescência e início da idade adulta, é a escolha de uma carreira. A fim de tomar uma decisão informada e autônoma, espera-se que a pessoa tenha um certo nível de maturidade. Com perspectiva desenvolvimentista, este estudo objetiva avaliar a maturidade para a escolha da carreira em adolescentes usuários de um serviço-escola de orientação profissional. Mais especificamente, este estudo visa: (a) descrever o perfil sociodemográfico dos clientes; (b) descrever o nível de maturidade; (c) verificar se o nível de maturidade varia de acordo com as características sociodemográficas (sexo, idade, escolaridade, escola pública ou privada e nível de escolaridade dos pais), com a modalidade de atendimento e a permanência no serviço de atendimento; (d) avaliar a evolução da maturidade dos usuários do serviço após a conclusão atendimento e (e) comparar o nível de maturidade dos clientes que concluíram o atendimento com o dos que não concluíram. Os dados originam-se dos registros das intervenções com 748 clientes, com idades entre 14 e 21 anos, realizadas no Serviço de Orientação Profissional de uma universidade pública no Estado de São Paulo, Brasil, no período de 2001 a 2006. O corpus de análise consiste em informações dos seguintes documentos: Registro da entrevista de triagem, Resumo do atendimento e Escala de Maturidade para a Escolha Profissional (EMEP). A análise dos dados foi realizada por meio de procedimentos estatísticos: análises descritivas, testes de hipóteses, modelo linear de efeitos mistos e construção de valores percentis para a amostra. A caracterização sociodemográfica dos clientes mostra a predominância de participantes do sexo feminino (69,39%), de alunos da terceira série do Ensino Médio (55,21%) e provenientes de escolas privadas (65,64%). Do total de usuários, 74,33% concluíram o atendimento e 89,71% participaram do atendimento em grupo. Os filhos de pais que concluíram o Ensino Superior prevalecem (56,70%), seguidos por aqueles cujos pais concluíram o Ensino Médio (31,80%). A maioria dos sujeitos classificou-se com nível de maturidade abaixo de médio na escala total (62,9%) e em três subescalas: determinação (70,99%), autoconhecimento (60,03%) e conhecimento da realidade (59,89%). Houve variações apontando nível médio de maturidade para as subescalas responsabilidade (50,67%) e independência (54,95%). A comparação da maturidade antes e depois da intervenção, com 492 adolescentes, mostrou evolução com resultados estatisticamente significativos para a maturidade total e subescalas (p <0,001) na amostra total, com exceção do sexo masculino na subescala responsabilidade e dos filhos de pais sem escolaridade formal nas subescalas responsabilidade e independência. Destacam-se resultados estatisticamente significativos na evolução da maturidade total, favoráveis ao sexo feminino e aos clientes que foram atendidos na modalidade individual. Os alunos de escolas particulares destacaram-se no conhecimento da realidade e os clientes que não concluíram a intervenção destacaram-se na subescala determinação, no início do processo. Os resultados mostram que a intervenção vocacional/profissional favoreceu o desenvolvimento da maturidade para a escolha da profissão. Este estudo espera contribuir para aprofundar a compreensão sobre o construto maturidade para a escolha da carreira e para a produção do conhecimento em avaliação de resultados de intervenções no domínio da Orientação Vocacional/Profissional. / One of most important tasks for personal development, in adolescence and early adulthood, is choosing a career. In order to make an informed and autonomous decision, the person is expected to have a certain level of maturity. According to the developmental approach, this study aims at assessing the maturity for career choice with adolescents attending a career guidance service. More specifically, this study aims at: (a) describing the clients socio-demographic profile; (b) describing their maturity level; (c) verifying whether their maturity level varies with the socio-demographic characteristics (sex, age, schooling level, public or private school and the parents schooling level), with type of attendance and adherence to attendance; (d) assessing the maturity progress of the service users after completing attendance; and (e) comparing maturity level of clients who had concluded attendance with that of the ones who had not concluded attendance. The data came from records of interventions with 748 clients, aged 14 to 21 years, carried out at the career guiding service of a public university in the state of São Paulo, Brazil, from 2001 to 2006. The corpus for analysis consists of information from the following documents: assessment interview, attendance record and Career Choice Maturity Scale (Escala de Maturidade para a Escolha Profissional, EMEP). Data analysis was done by statistics procedures: descriptive analysis, hypothesis tests, linear model of mixed effects, and construction of percent values for the sample. The socio-demographic characterization of clients shows the prevalence of female sex (69.39%), high school seniors (55.21%) and attending private schools (65.64%). Out of the total users, 74.33% had completed attendance and 89.71% had joined group attendance. Children of parents who had completed higher education prevail (56.70%), followed by those whose parents had finished high school (31.80 %). The maturity profile, when starting attendance, was below average (62.9%), divided into three subscales: determination (70.99%), self-knowledge (60.03%) and knowledge of reality (59.89%). There were variations for average level of maturity for the subscales responsibility (50.67%) and independence (54.95%). The comparison of maturity before and after intervention, with 492 adolescents, showed progress with statistically significant results for total maturity and subscales (p< 0.001) for the total sample, excepting the male sex in the responsibility subscale and the children of low schooling parents in the subscales responsibility and independence. Statistically significant results stand out for progress in total maturity, favoring the female sex and the clients who were attended individually. Knowledge of reality favored students from private schools before intervention. The clients who had not concluded intervention stood out in the determination subscale at the beginning of the process. The results show that career intervention favored the development of maturity for career choice. This study is expected to contribute for improving the comprehension about the construct maturity for career choice and for the production of knowledge about assessment of results of career guidance interventions.

A transição da universidade para o mundo do trabalho, bem como o sucesso na carreira, são temas de interesse dos pesquisadores da psicologia vocacional. Contudo, pouca atenção tem sido dedicada ao estudo do sucesso nessa importante transição na perspectiva de recém-formados. Buscando preencher tal lacuna, esta investigação teve como objetivo geral descrever e explicar o sucesso na transição universidade-trabalho. Foram conduzidos três estudos. O primeiro, de natureza qualitativa, buscou explorar as definições de sucesso na transição universidade-trabalho. No segundo estudo, foi construído, a partir dos dados qualitativos, um instrumento multifatorial que avalia diferentes indicadores de sucesso na transição universidade-trabalho. Essa medida se mostrou psicometricamente adequada e foi utilizada como variável dependente no terceiro estudo, de natureza longitudinal, sobre os determinantes do sucesso na carreira depois da conclusão da graduação. Para cada estudo, os participantes foram recrutados por conveniência. Para o primeiro estudo, qualitativo, colaboraram nove recém-formados, organizados em dois grupos focais. Para o segundo estudo, de validação da medida, utilizou-se o procedimento de validação cruzada com duas amostras independentes, totalizando 377 recém-formados. Para o terceiro estudo, de natureza longitudinal, obteve-se a colaboração de 195 participantes que responderam à pesquisa em dois momentos: durante o último ano da graduação e quando já tinham finalizado a formação superior (follow-up). Os pressupostos da análise do discurso e da epistemologia construcionista social subsidiaram as análises do estudo qualitativo. Os dados quantitativos foram analisados por meio de programas estatísticos SPSS for Windows e AMOS, versão 22. Foram realizadas análises descritivas e análises fatoriais exploratórias e confirmatórias. Os resultados da investigação qualitativa indicaram que o sucesso na transição universidade-trabalho pode ser descrito por uma multiplicidade de sentidos que refletem resultados de natureza subjetiva (confiança no futuro de carreira, conquista gradativa dos objetivos traçados, construção da identidade profissional, adaptação ao papel de trabalhador e satisfação com o percurso profissional) e objetiva (conseguir um trabalho na área, remuneração compatível com o mercado e com os pares, independência financeira e reconhecimento social pelo desempenho profissional). Outro resultado dessa pesquisa foi a construção e a validação da Escala de Avaliação do Sucesso na Transição Universidade-Trabalho (ESTUT). O estudo longitudinal, por sua vez, evidenciou que tanto variáveis individuais associadas à identidade, à decisão, à exploração de carreira e à autoeficácia profissional, quanto as contextuais, relacionadas às percepções do apoio social e das oportunidades do mercado de trabalho, são necessárias para predizer o sucesso nessa etapa da carreira. Porém, as variáveis individuais se mostraram mais significativas, ressaltando o papel da agência pessoal no processo de transição universidade-trabalho. De modo geral, os estudos realizados ressaltaram a inter-relação entre os aspectos objetivos/contextuais e subjetivos/individuais da carreira. As conclusões apontam para a necessidade de se adotar uma visão psicossocial e interdisciplinar para a compreensão do sucesso na transição universidade-trabalho. Implicações teóricas, práticas e para futuras pesquisas são discutidas. / University-to-work transition and career success are themes of interest among vocational psychology researchers. Nevertheless, little attention has been devoted to the study of career success at this important transition from the new graduates perspective. Aiming to fill this gap, the objective of this research was to describe and explain career success during university-to-work transition. Three studies were conducted. The first study, qualitative, sought to explore the definitions of success during university-to-work transition. In the second study, based on previous qualitative data, was developed a multifactorial instrument that assesses different indicators of university-to-work success. This measure proved to be psychometrically adequate and was used as a dependent variable in the third study, longitudinal, which investigated the determinants of career success after graduation. For each study participants were recruited by convenience methods. For the first study, qualitative, collaborated nine new graduates, organized in two focus groups. For the second study, measurement validation, was used a cross-validation procedure with two independent samples, totaling 377 college graduates. For the third study, longitudinal, 195 participants responded to the survey in two times: during the final year of college education and when they had already graduated (follow-up). Discourse analysis approach and social constructionist epistemology was used for the qualitative analyzes. Quantitative data were analyzed using SPSS for Windows and AMOS, version 22. Descriptive statistics and exploratory and confirmatory factor analyzes were performed. The results of qualitative research indicated that success in university-to-work transition could be described by a multiplicity of meanings that reflect subjective (confidence in the career future, goal progress and career plans, construction of professional identity, work adjustment, and career path satisfaction) and objective (work in the degree area and good salary, financial independence, and social recognition) career outcomes. Another contribution of this research was the development and validation of the University-to-Work Success Scale (UWSS). In addition, the longitudinal study showed that individual variables associated with career identity, career decision, career exploration and professional self-efficacy, as well as contextual variables related to perceptions of social support and labor market opportunities were necessary to explain the success at this career stage. However, the individual variables were more significant, emphasizing the role of personal agency in the university-to-work transition process. Overall, the studies highlighted the interrelationship between objective/contextual and subjective/individual aspects of a career. The findings pointed out the need to adopt a psychosocial and interdisciplinary approach to understanding university-to-work transition success. Implications for theory, research and practice are discussed