Madurez y autoeficacia vocacional en 3º y 4º de ESO, Bachillerato y ciclos formativos=Vocational maturity and self-efficacy in 3º and 4º of compulsory secondary education, high school and vocational training

Abstract

ABSTRACT In this article we analyze vocational maturity and vocational self-efficacy of students from3o and 4o of Compulsory Secondary Education, High School and Vocational Training in a school of Tenerife (Canary Islands). Specifically we examine the differences of those variables by two other: educational level and sex in. In the research participated 171 students that collaborated in the research project Academic and Professional Transition of Young People. The research group designed the Academic and Labor Guidance Questionnaire that includes: 1) an adaptation of the Spanish version of the Career Maturity Questionnaire (Alvarez y cols., 2007) and 2) the Vocational Self Efficacy Scale (Carbonero y Merino, 2002). The analysis of the students’ vocational maturity and vocational self-efficacy shows significant differences by educational levels: the students of High School and High Training School had higher scores in both variables. However, it doesn’t observe differences by gender. The clarity of life project differs depending on the students’ vocational maturity and vocational self-efficacy. Results highlight the need for: a) increasing motivation in students of Compulsory Secondary Education and Middle Training School in their academic and professional future; b) working vocational maturity and vocational self-efficacy with these students to facilitate the planning of the personal life project.