The critical role of the timing of person-context interactions, a central
notion of developmental contextualism, is recognised as important in the
conceptualisation of the school-to-work transition. As a result, an expanded
framework for understanding this transition is employed in the present study. A
stratified sample of young adults from former East and from West Germany
participated in a 1991 national survey of youth. Retrospective data concerning life
events during childhood and adolescence, and progress through school and
occupational training, as well as extensive current information regarding attitudes,
values, and occupational status, were analysed through the use of survival analyses.
Findings revealed important differences in how individual differences and contextual
factors contributed to the school-to-work transition in the contrasting environments
of former East and West Germany.
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