This conceptual contribution aims to adapt and apply Psychology of Working Theory to the specificities of the school-to-work transition (STWT) process. The STWT is thus conceptualized as a first attempt to access decent work under the influence of specific predictors, mediators, and moderators and leading to particular outcomes. Based on recent literature, we consider that (1) socioeconomic constraints and belonging to marginalized groups are contextual predictors of a successful transition; (2) psychosocial resources, including self-efficacy and adaptability, and vocational and work role identity, are mediators of the relation between contextual factors and a successful transition; (3) moderator factors include the education system, labor market conditions, social support, and critical consciousness; and (4) decent and meaningful work are the optimal outcomes of the STWT process.

这一概念性贡献旨在使工作理论心理学适应并应用到学校到工作过渡（STWT）过程的特殊性。因此，STWT被概念化为在特定预测因素，调解人和主持人的影响下获得体面劳动并导致特定结果的首次尝试。根据最近的文献，我们认为（1）社会经济限制和属于边缘化群体是成功过渡的背景因素；（2）社会心理资源，包括自我效能感和适应能力，以及职业和工作角色身份，是情境因素与成功过渡之间关系的中介者；（3）主持人因素包括教育制度，劳动力市场状况，社会支持和批判意识；