This research was developed based on assumptions pertaining the Social Cognitive Theory and focusing on the moment of transition to work by senior college students. It was based on the concept of self-efficacy beliefs, regarding personal trust in one's ability to organize and execute job search actions and adaptation to the world of work. Objectives of this research were: to describe and analyze the Transition-to-Work Self-Efficacy Scale adapted to Brazilian reality (AETT-Br) in its dimensions and in total; to compare AETT-Br scores in total and in its dimensions according to social and demographic variables (gender and age) and according to contextual variables (course, extracurricular activities carried out during the course, social support received and the performance of remunerated activities by the students). Participants were 156 senior college students attending to night courses of Electrical Engineering (44.87%), Business Management (37.18%) and Advertising (17.95%) in one of the units of a private University in the State of São Paulo, Brazil. Most of the students were female (61.54%) and aged 28 or more (41.94%). The instruments used were a Social, Demographic and Vocational questionnaire and the Transition-to-Work Self-Efficacy Scale adapted to Brazilian reality (AETT-Br). Data collection was performed by applying the instruments collectively and under voluntary agreement. Among the participants, N=156, only the results of 128 were considered, those who fully responded to the requirements of the instruments applied. The average obtained in AETT-Br was 4.44, with standard deviation equal to 0.70. The dimension of self-efficacy in adaptation to work shows significant results when analyzed against the variables (a) course, with students of Advertising featuring highest average points than those of Engineering (p=0.003) and (b) extracurricular activity, where the option to the answer "several" indicated greater interference from the field studied in relation to peer-tutoring and undergraduate research (p=0.017). On the emotionaladjustment self-efficacy scale, only the result for the support received from the father was significant when the response "no support" was compared to "little support", with the former presenting the highest average points (p=0.041). The employment-seeking self-efficacy dimension presented significant difference with regard to the average score on the studied domain, with Business Administration students outscoring Engineering students (p=0.001). The remaining analyses regarding the self-efficacy dimensions and the variables considered were not significant. The results suggest the need for expanded studies on this life transition process, either by adding new variables, or by unfolding and further developing what is studied here. Such extensions may be followed by recommendations aiming at the managerial improvement of higher education institutions.