Self-efficacy and successful school-to-work transition: A longitudinal study☆

By M. Pinquart, Linda P. Juang, R. Silbereisen. 2003

289 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/62eec347fe576ae040ffd049ad498200e1b5af26

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Citations in the corpus

The graduate attributes we’ve overlooked: enhancing graduate employability through career management skills (2009, background): “Other studies also have found that students with high levels of intrinsic motivation and career self‐efficacy are likely to attain strong results educationally (Evans & Burck, 1992 ) and have better school‐to‐work transition experiences (Pinquart, Juang, & Silbereisen, 2003 ).”
Entrepreneurial self-efficacy and entrepreneurial intention: the Turkish case (2010, background): “People who feel themselves competent for an occupation tend to choose that occupation, prepare themselves much better for the career, and are more committed to and successful in their careers (Lent et al. 1996; Bandura et al. 2001; Pinquart et al. 2003 ).”
Human development in times of social change: Theoretical considerations and research needs (2004, background): “For example, most East German trainees, who had not learned to deal with job insecurity, did not switch to another vocational training after the fall of the Berlin Wall even if serious problems in getting a job could be foreseen (Pinquart et al., 2003).”
Industry placement, authentic experience and the development of venturing and technology self-efficacy (2009, background): “Pinquart et al. (2003) suggest that increased knowledge and understanding of the industry environment as a workplace helps to ease the transition from education to employment.”
Investigating the relationship between employability and self-efficacy: A cross-lagged analysis (2008, background): “Moreover, self-efficacy has been shown to be positively related to job search behaviour and employment outcomes among unemployed (Kanfer, Wanberg, & Kantrowitz, 2001 ; Moynihan, Roehling, LePine, & Boswell, 2003 ) and students' subsequent employment outcomes (Pinquart, Juang, & Silbereisen, 2003 ”
Moving Toward Decent Work: Application of the Psychology of Working Theory to the School-to-Work Transition (2021, background): “Developmental psychologists, for their part, consider the STWT as a key developmental task that emerging adults have to undertake concurrently with other life transitions that characterize the passage toward adulthood (e.g., Dietrich et al., 2012; Pinquart et al., 2003).”
Engineering students’ experiences of transition from study to work (2010, background): “…also showed that students with strong beliefs in both academic capabilities and in capability to find a job as an engineer influenced their job satisfaction and opportunities to find appropriate jobs, which is in line with previous research (Erwins 2001; Pinquart, Juang, and Silbereisen 2003).”
Students’ perceptions of their preparedness for transition to work after graduation (2018, result): “Several studies support this idea and show a positive association between high levels of self-efficacy and job search activities, reemployment, ability to cope and job performance (Eden and Aviram, 1993; Pinquart et al., 2003; Saks, 1995; Zikic and Saks, 2009).”
The challenge of self‐directed and self‐regulated learning in vocational education: a theoretical analysis and synthesis of requirements (2010, background): “1997 ; Blustein, Juntunen, and Worthington 2000 ; Pinquart, Juang, and Silbereisen 2003 ).”
Psychological Capital and Career Outcomes among Final Year University Students: the Mediating Role of Career Engagement and Perceived Employability (2020, background): “STWT is an important developmental task, such that successful completionof this task may be indicative of higher chances of further career development (Pinquart et al. 2003).”