An Exploration of Career Transition Self-Efficacy in Emerging Adult College Graduates

Halstead, Tammy J; Lare, Douglas

doi:10.1353/csd.2018.0016

Cited by 7 publications

(8 citation statements)

References 43 publications

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“…Some students report feeling university has prepared them well for this transition (Yazedjian, Kielaszek, and Toews 2010). However, those who see themselves as having a low adulthood status (perceiving oneself as not yet 'fully adult') may struggle more with this transition due to a sense of frustration and low self-efficacy (Halstead and Lare 2018). Some students may also have postponed major life decisions until after university (Grosemans et al 2020;Murphy et al 2010).…”

Section: Student Transitions and Mental Healthmentioning

confidence: 99%

Student mental health and transitions into, through and out of university: student and staff perspectives

Cage

Jones

Ryan

et al. 2021

Journal of Further and Higher Education

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Student mental health is an issue of paramount concern and it is recognised that transition may have a negative impact. However, little work has captured transition-related experiences of students and staff. This study examined perspectives on perceived challenges with transitions into, during and out of university, and perceptions of what support would be beneficial for transitions. Students (n = 67) and staff (n = 40) from universities across the United Kingdom participated in focus groups on transitions and student mental health. We used thematic analysis to identify themes. For students, themes focused on equipping them to cope, enabling support networks, developing an inclusive culture and lengthening transition periods. For staff, themes centred on fostering student preparedness, community and social support, challenges faced by support services, and a 'whole university' approach. There were many similarities in student and staff perspectives, and by comparing and integrating these perspectives, specific recommendations have been identified. These focus on working in partnership, skills development, peer mentoring, funding, staff training, and providing additional support for the transition out of university. This study has implications for practices in Higher Education, to ensure students are appropriately supported throughout university in a way which could ultimately benefit their mental health.

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Section: Student Transitions and Mental Healthmentioning

confidence: 99%

Student mental health and transitions into, through and out of university: student and staff perspectives

Cage

Jones

Ryan

et al. 2021

Journal of Further and Higher Education

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show abstract

“…This transition is accompanied with feelings of uncertainty, discomfort and low mood (Perrone and Vickers 2003). Low belief in how well one can manage the transition and low perceived adulthood status could link to greater difficulties (Halstead and Lare 2018). Further, if an individual struggles to find employment, this can negatively impact wellbeing (Paul and Moser 2009).…”

Section: Introductionmentioning

confidence: 99%

Expectations and experiences of the transition out of university for students with mental health conditions

Cage

James

Newell

et al. 2021

European Journal of Higher Education

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The transition out of university can be a challenging time for undergraduate students, especially those with mental health conditions (MHC). Student mental health is a global concern, and metrics indicate lower employment rates for graduates with MHC. Little is known about the expectations and experiences of these students regarding this transition. This research used mixed methods to gather information on transition expectations prior to graduation (Study One), and experiences after graduation (Study Two). In Study One, 44 final year undergraduate students with MHC registered with their disability service and 50 without completed a survey, examining emotions and expectations of the transition. Study Two involved semi-structured interviews with seven graduates with MHC. Study One found students with MHC associated more negative emotions with the transition and were less likely to have a post-graduation plan but were not accessing more support than those without MHC. Study Two highlighted challenges faced when accessing support, the impact of mental health on transitions, and coping with change. These findings have implications for Higher Education providers in ensuring better support is available for the transition out of university for students with MHC. Specific support tailored to the needs of these students could help improve graduate outcomes.

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“…Además, al igual que en las investigaciones analizadas, se demuestra que los niveles de autoeficacia general percibida descienden significativamente a medida que se pasa de curso (Bong, 2001;Komarraju, Swanson y Nadler, 2014). En esta línea, otras investigaciones (Halstead y Lare, 2018) determinaron que la autoeficacia general de los universitarios no solo no es alta, sino que tampoco es constante. Desde un enfoque más social, Glessner, Rockinson-Szapkiw y Lopez (2017) afirman que la carrera universitaria es una etapa del desarrollo para el adolescente muy chocante, que, prácticamente, implica tomar por primera vez decisiones por sí mismo.…”

Section: Instrumentosunclassified

Relación entre el curso académico y los niveles de autoeficacia general percibida en universitarios / Relationship between the course year and the levels of perceived self-efficacy in undergraduate students

Rodríguez¹,

Lozano²

2019

MSG

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RESUMENLa percepción de autoeficacia se entiende como un constructo psicológico que hace alusión a la capacidad para estimar cómo de bien realiza uno mismo las actividades que presentan un reto o dificultad. Cuanto mayor es el nivel de autoeficacia percibida, mayores esfuerzos, motivación y adherencia a las actividades suele presentar la persona. El objetivo es evaluar si existen diferencias entre los diferentes cursos académicos desde primero de grado a máster para la autoeficacia general percibida en estudiantes universitarios españoles. La muestra estuvo compuesta por una muestra total de 258 estudiantes de grado (distribuidos en 5 cursos académicos) y de máster de la Universidad de Granada, el 63,6% fueron mujeres, con una media de edad de 21,53 años. Para evaluar la percepción de autoeficacia se utilizó la escala general de autoeficacia, validada para población universitaria española. Se observan diferencias en los niveles de autoeficacia en función del sexo. La media total de autoeficacia de la muestra fue de 73,74 ± 9,26 puntos. El análisis ANOVA para medidas independientes no resultó significativo (F = 2,156, p = 0,060). Los resultados informan de que la muestra presenta niveles adecuados de autoeficacia; sin embargo, no se observó diferencias entre los cursos académicos para la percepción de la misma. Se concluye señalando la importancia de evaluar la autoeficacia en estudiantes universitarios analizando el efecto de variables como la edad y el sexo para el diseño de futuros programas de intervención psicoeducativa en los que estas variables pueden jugar un papel relevante. Relationship between the course year and the levels of perceived self-efficacy in undergraduate students ABSTRACTThe perception of self-efficacy is understood as a psychological construct that alludes to the ability to estimate how well one performs activities that present a challenge or difficulty. The higher the level of perceived self-efficacy, greater efforts, motivation and adherence to the activities usually presents the person. The objective is to evaluate if there are differences between the different course years of graduate and master degree for the general perceived self-efficacy in Spanish university students. The sample consisted of 258 undergraduate students (distributed in 5 course years) and master degree students from the University of Granada (Spain) that 63,6% were women, with an average age

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An Exploration of Career Transition Self-Efficacy in Emerging Adult College Graduates

Cited by 7 publications

References 43 publications

Student mental health and transitions into, through and out of university: student and staff perspectives

Student mental health and transitions into, through and out of university: student and staff perspectives

Expectations and experiences of the transition out of university for students with mental health conditions

Relación entre el curso académico y los niveles de autoeficacia general percibida en universitarios / Relationship between the course year and the levels of perceived self-efficacy in undergraduate students

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