Self-efficacy and successful school-to-work transition: A longitudinal study |
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Authors: | Martin Pinquart Linda P. Juang |
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Affiliation: | a Department of Developmental Psychology, University of Jena, Am Steiger 3/1, D-07743 Jena, Germany b Department of Psychology, San Francisco State University, 1600 Holloway Ave., San Francisco, CA 94132, USA |
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Abstract: | A successful school-to-work transition is a precursor of promising career development. In the present longitudinal study we investigated whether academic self-efficacy beliefs and grades in school at the ages of 12-15 would be associated with unemployment and job satisfaction at the age of 21. We found that individuals with high self-efficacy beliefs and better grades were less likely to become unemployed and more likely to be satisfied with their jobs. The relationship between high self-efficacy and unemployment was mediated by higher career-related motivation and by less perceived application stress, measured at the time of vocational training at the age of 18. The relationship between self-efficacy and job satisfaction was primarily mediated by higher vocational congruence and less application stress. We conclude that school-based interventions targeted at increasing academic capabilities and self-efficacy would help prepare adolescents for a successful school-to-work transition. |
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Keywords: | School-to-work transition Career development Self-efficacy beliefs Employment Job satisfaction Longitudinal study |
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