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The present paper aims to present an integrative model of the development of vocational identity in the prevention of the school adaptation difficulties. The transition to another level of education, regardless of age, implies new obstacles and question marks. The essential dimensions of personal orientation in vocational development (psychological, pedagogical and social) are interconditioned and interrelated with each other. Research has indicated that student career exploration can have adoi:10.18662/mjesp/4.2/19 fatcat:g74powgxube7tbazyhaqm6ucze