Predicting (Dis)satisfaction in Adolescents’ Educational Choices—Investigating Profiles in Work Values Across the Transition to Secondary Education

We examined the work value profiles of Finnish ninth graders (n = 884, 56% girls) in terms of Intrinsic, Extrinsic, Social, Status, Autonomy, and Stimulation values. Furthermore, we examined profile differences in levels of (a) career decision-making self-efficacy, (b) task values related to career planning, and (c) engagement with upper secondary education (i.e., satisfaction with educational choice, dropout intentions). Latent Profile Analysis (LPA) identified three profiles—Ambitious (∼24%), Meaning-seeking (∼56%), and Compensation-oriented (∼18%)—which were replicable and stable from Grade 9 Fall to Spring. Membership in the Compensation-oriented group was associated with the lowest levels of career decision-making self-efficacy, task values related to career planning, satisfaction with posttransition educational choice, and the highest levels of secondary school dropout intentions. In contrast, membership in the Ambitious group was associated with the highest levels of career decision-making self-efficacy, highest task values related to career planning, and highest satisfaction with posttransition educational choice.