Autoeficácia na Transição Escola-Trabalho: Uma Revisão de Escopo.

Self-efficacy in school-to-work transition: A scoping review

Abstract

Research into the school-to-work transition has investigated the influence of different variables on this process, including self-efficacy. This study aimed to systematize the contributions of empirical and theoretical studies published in scientific journals that focus on self-efficacy in the context of the school-to-work transition. The search was carried out in the following databases: SciELO (824 studies), PsychInfo (488), PubMed (73), ERIC (13) and Pepsic (2), using the terms "self-efficacy", "self-efficacy", "self-efficacy", "school-to-work transition" and "school to work transition", with no exclusion criteria. We identified 47 studies that met the inclusion requirements, with the terms present in at least two of three fields (titles, abstracts or keywords).  The studies were organized into the following categories: year of publication, target population, method and instruments used, topics investigated, main results, and avenues pointed out by the authors for future research. The results show that there has been an increase in studies in recent years, with a greater number of studies involving university students (46.8%), followed by high school students (14.9%). The majority (83.61%) of the studies used quantitative methods, using 26 instruments to assess self-efficacy in different contexts. The findings highlight the importance of developing self-efficacy in school-to-work transition interventions. Longitudinal studies are recommended.

Keywords: self-efficacy; school-work transition; literature review; students