People with greater self-efficacy function better in various spheres of life compared to those with low self-efficacy (Bandura, 2000). This paper tackles the problem of the impact of intensified self-efficacy on the effectiveness of the school-to-work transition.
Two surveys were performed for two groups: In the first survey, 210 respondents were interviewed at various levels of the school-to-work transition (graduates, respondents with 1 and 2 years of work experience). The other survey was longitudinal and covered 120 respondents. It was performed for the first time a few weeks before graduation from the university, and half a year later when the respondents were already employees.
During the research the original measurement scale The Self-Efficacy in Life Roles Scale (Kot, Rożnowski; 2014), The Generalised Self-Efficacy Scale (in Polish adaptation Schwarcer, Jerusalem i Juczyński, 2001) and demographics were used, which made it possible to obtain socio-demographic data on the current situation of the respondents on the labour market.
The results of both surveys confirm that people with greater self-efficacy (both general self-efficacy and that of a student and a worker) function more effectively after the school-to-work transition. Results of the longitudinal survey are of particular importance here, where the self-efficacy developed by a student translates into better functioning on the labour market after transition (such people find work more often and more often it corresponds to their qualifications).