A Auto-Eficácia em estudantes universitários: um estudo de tradução e validação da Career Decision Self-Efficacy Scale

• Ano de defesa: 2009
• Autor(a) principal: Borges, Ana Lucia Araujo
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; BR; Programa de Pós-graduação em Administração; Ciências Sociais Aplicadas; UFU
• Palavras-chave em Português: Desenvolvimento profissional; Estudantes universitários; Validação de instrumentos; Auto-eficácia; Orientação profissional; Profissões - Desenvolvimento; Professional development; Self-efficacy; University students; Validation of instruments; CNPQ::CIENCIAS SOCIAIS APLICADAS::ADMINISTRACAO
• Link de acesso: https://repositorio.ufu.br/handle/123456789/11921

In order to use the contributions from studies of self-efficacy in the areas of career and provide a tool for this purpose, this study was guided by the overall objective of focuses on the cross-cultural adaptation of the Portugueses version of the CDSE- Career Decision Self- Efficacy Scale in the processes of choosing a career of students from the Faculty of Business Administration. Semantic equivalence was evaluated with regard to the referential meaning of words and the general connotative meaning of each item. Measurement equivalence between the Portugueses version and the original instrument was assessed by means of the version s psychometric properties. Methodologically characterized as an Intersectional Survey Research, by the descriptive and quantitative approach in a sample comprising 339 students from UNIUBE, Uberaba campus. The results indicated that the instrument CDSE - Career Decision Self-Efficacy Scale - was shown to be valid and reliable for measuring self-efficacy in the sample, but further studies are needed to make it generalizable to the population. The median for each area: detailed self-assessment, research of occupational information, selection of targets, planning and problem solving, showed average scores above 3.5, thus, it appears that students analyzed tend to approach the behavior of self-efficacy rather than avoid it.