We applied the social cognitive model of work satisfaction to the transition from lower secondary education to work in Switzerland and combined career decision and adjustment to work. The model assumes that self-efficacy affects career decision outcomes and adjustment after transition to work. Self-efficacy interacts with parental support during career decision making. We tested the model using a longitudinal sample of 603 adolescents who filled out questionnaires in seventh grade, ninth grade, and 1 year after starting work. Structural equation models showed that parental support weakens the effect of self-efficacy on anticipated person–job fit and expectations of work conditions (moderation). Expectations of work conditions and a company’s support help newcomers to attain a high perceived person–job fit. These findings have several implications on how to support adolescents’ school-to-work transition.

我们将工作满意度的社会认知模型应用于瑞士从初中教育到工作的过渡，并将职业决策和工作调整相结合。该模型假设自我效能会影响职业决策结果和过渡到工作后的调整。在职业决策过程中，自我效能感与父母的支持相互作用。我们使用 603 名青少年的纵向样本测试了该模型，这些青少年在七年级、九年级和开始工作 1 年后填写了问卷。结构方程模型表明，父母的支持削弱了自我效能感对预期的人与工作契合度和对工作条件的期望（适度）的影响。对工作条件的期望和公司的支持有助于新来者获得高度的人与工作契合度。