Helping students adjust to university life is a critical developmental issue. Using longitudinal data from 1652 German late adolescents, this research tested the effect of initial high-school parent, same-sex, and opposite sex self-concept and its change on university dropout intentions, study stress, and study satisfaction. High-school self-concept predicted all outcomes. Change across the postschool transition in parent and same self-concept also predicted most outcomes. Change in opposite sex self-concept predicted no outcome. We argue young people's relationship self-beliefs are critical for successful developmental transitions. Consistent with previous research, we argue that parents remain a vital relationship for late adolescents. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

中文翻译：

---

从高中到大学的关系自我概念的发展预示着调整。

帮助学生适应大学生活是一个至关重要的发展问题。该研究使用1652年德国晚期青少年的纵向数据，测试了初高中父母，同性和异性自我概念及其变化对大学辍学意愿，学习压力和学习满意度的影响。高中生的自我概念可以预测所有结果。父母在学后过渡期间的变化和相同的自我概念也预示了大多数结果。异性自我概念的改变预示没有结果。我们认为年轻人的关系自我信念对于成功的发展过渡至关重要。与以前的研究一致，我们认为父母仍然是晚期青少年的重要关系。（PsycInfo数据库记录（c）2020 APA，保留所有权利）。