Construction and validation of the life roles self-efficacy scale for young adults in school-to-work transition

Abstract

Self-efficacy is widely regarded as a key factor in shaping one’s own career. To date, self-efficacy has usually been measured on a one-dimensional basis without taking into account the interaction between the various social roles involved in career development. The social roles were described by Donald E. Super in his career development theory. Adopting this framework, we provide a questionnaire to simultaneously measure self-efficacy in Super’s five described social roles. This work presents the development and validation of a new questionnaire entitled the Life Roles Self-Efficacy Scale (LRSES). The questionnaire has been developed based on a series of surveys: the first survey (N = 347) aimed to establish the exploratory factor analysis (EFA) and basic psychometric properties of the tool; the second survey (N = 494) aimed to verify the confirmatory factor analysis of the method (CFA) and reliability parameters with regard to a new sample; and the third survey (N = 109) explored the consistency of results over time. Statistical analysis confirmed this tool to be accurate for assessing one’s self-efficacy in school-to-work transitions.

The Impact of Psychoeducational Group with Self-Instruction Techniques toward Career Decision Making, Self-Esteem, and Self-Efficacy

“…According to Super's Career Development Theory, adolescents are in the exploration stage, try to understand themselves, and find their place in the working world through classroom learning, work experience, and hobbies (Graf & Bartlett, 2020). At this stage they will try to make career choices by choosing to continue their education to university, attending certain education, and training according to their talents and interests, or choosing a decision to work (Kot, Roznowski, & Ertelt, 2020;Yusoff, Mahfar, & Saud, 2019). When they choose to continue their education to university, they are faced with various choices of educational programs that lead to their career choices.…”

Competence-Oriented, Data-Driven Approach for Sustainable Development in University-Level Education

“…Competency The multilingual classification of ESCO (European Skills, Competences, Qualifications and Occupations) aims to assign optional and/or essential skills or competences to occupations of ISCO (The International Standard Classification of Occupations) and to qualifications. It is a popular tool to execute job matching [50,51]. It was updated in August 2020.…”

Learning Through Workplace Experiences in Dual Higher Education

“…Choosing a future profession according to one's preferences and predispositions and following a planned career path is not enough. One should also accumulate career assets (Luthans et al, 2006), which will enable them to successfully transition to the labour market and to remain there (Savickas 2013;Zeltner, 2019;Kot et al, 2020). In the current reality of the dynamic labour market, apart from the knowledge, skills and competencies necessary to perform a job in a given position, one also needs certain features and adaptive skills in order to effectively cope with the volatility and uncertainty of the market (Haar et al, 2014).…”

“…A review of the literature on the subject shows that self-efficacy is defined diversely. In addition to the classic distinction between generalized and specific self-efficacy introduced by Bandura (1997) and Schwarzer and Jerusalem (1992), there are concepts relating self-efficacy to certain areas of life, for instance to the Life Roles presented by Super's Life Career Rainbow (Kot et al 2020). That distinction between specific and generalized self-efficacy concerns whether a person expects to succeed in specific tasks or generally in life (Skaalvik & Skaalvik, 2004).…”