Cláudia Sampaio Corrêa da Silva

Impact of Job-Related Well-Being on the Relationship of Self-Efficacy With Burnout

The levels of job-related affective well-being and occupational self-efficacy may act as protective factors against the development of burnout. Therefore, this study investigated the role of positive and negative affect as a mediator in the relations between occupational self-efficacy and the dimensions of burnout. The research participants were 584 professionals (87% female), mean age 37.8 (SD= 10.8). The results of the structural equation modeling analysis indicated that the relations of occupational self-efficacy with emotional exhaustion and depersonalization were completely mediated by positive and negative affect. The relation between occupational self-efficacy and personal accomplishment was partially mediated by positive affect. Occupational self-efficacy was positively associated to positive affect and negatively related to negative affect. This study adds by showing the importance of developing interventions that promote the experience of positive affect and reduction of negative affect in occupational settings as a preventive strategy of burnout.

Experiências de estágio : contribuições para a transição universidade-trabalho

Training experiences in higher education are essential to professional development.This qualitative study investigated how internship experiences contribute to career adaptability development and to the transition between the roles of student and professional among senior university students. Six Civil Engineering senior students, aged between 22 and 29 years, were individually interviewed following a semi-structured interview protocol. The interviews were subsequently content analyzed. Results revealed that internship experiences influence the development of career adaptability, especially in the dimensions of curiosity and confidence. In addition, several characteristics of the internship experiences mentioned by respondents could be related to career development, revealing their importance to the transition process from student to professional roles. The article concludes with implications for practice and research.

Experiencias de Pasantía Profesional: Contribuciones a la Transición Universidad-Trabajo

Training experiences in higher education are essential to professional development.This qualitative study investigated how internship experiences contribute to career adaptability development and to the transition between the roles of student and professional among senior university students. Six Civil Engineering senior students, aged between 22 and 29 years, were individually interviewed following a semi-structured interview protocol. The interviews were subsequently content analyzed. Results revealed that internship experiences influence the development of career adaptability, especially in the dimensions of curiosity and confidence. In addition, several characteristics of the internship experiences mentioned by respondents could be related to career development, revealing their importance to the transition process from student to professional roles. The article concludes with implications for practice and research.

Internship Experiences: Contributions to the School-to-Work Transition

Training experiences in higher education are essential to professional development.This qualitative study investigated how internship experiences contribute to career adaptability development and to the transition between the roles of student and professional among senior university students. Six Civil Engineering senior students, aged between 22 and 29 years, were individually interviewed following a semi-structured interview protocol. The interviews were subsequently content analyzed. Results revealed that internship experiences influence the development of career adaptability, especially in the dimensions of curiosity and confidence. In addition, several characteristics of the internship experiences mentioned by respondents could be related to career development, revealing their importance to the transition process from student to professional roles. The article concludes with implications for practice and research.