Desenvolvimento da carreira no século XXI: Contributos da Teoria Social Cognitiva | Campinas - SP, 14-16 de agosto, 2019 Diana Aguiar Vieira foi oradora convidada no III Seminário Internacional Teoria Social Cognitiva em Debate realizado na Universidade São Francisco em Campinas – SP, Brasil. No dia 16 de agosto participou na mesa redonda intitulada “Carreira” com Steven Brown (Loyola University Chicago, IL, EUA), Marilda Dantas Graciola (Universidade Estadual de Campinas, Brasil) e Maiana Farias Oliveira Nunes (Universidade Federal de Santa Catarina, Brasil).

1. Desenvolvimento da carreira no século XXI:
Contributos da Teoria Social Cognitiva
III Seminário Internacional Teoria Social Cognitiva em Debate
Universidade São Francisco, unidade Swift
Campinas – SP, Brasil, 14-16 Agosto 2019
Diana Aguiar Vieira
ISCAP, Politécnico do Porto, Portugal

2. Slides ficarão disponíveis em
www.beyou-bemore.com

3. 18.500 Estudantes
2.000 Trabalhadores
Ensino Superior Público
Criando futuro desde 1852
100.000 Alumni
8 UOs
Administração (ISCAP),
Engenharia, Educação,
Saúde, Música e Teatro…

4. How SCT can help people navigate in a VUCA world of work?
http://vucabook.com/a-vuca-reading-list/

5. Psicólogo, PhD nos anos 50
Teoria da Aprendizagem Social (Bandura,
1962)
Teoria da Autoeficácia (Bandura, 1977)
Teoria Social Cognitiva (Bandura, 1986)
• Professor Emeritus da Univ. Stanford
USA
• “The greatest psychologist alive today”
(APA, 2016)
• Investigação em ψ há + de 65 anos
Albert Bandura
ALBERT BANDURA
(France, 2006)

6. Job-
search
Which are the challenges & tasks in Transition-
to-work?
Finishing
education
Adaptation
to work
Literature review + focus group
Transition-to-work as an ongoing process
Development of the transition-to-work Self-Efficacy scale

7. Transition-
to-work
success
Find a job?
“Good” salary?
Other indicators?
Career trajetory
satisfaction
Degree GPA
Work satisfaction
Work status (working)
Salary
Transition-to-work success?
Development of scales for the subjective indicators of success

8. Transition-to-work
Self-efficacy
~ 1 year
Work Goals
Time 1
Final year
students
Time 2
Graduates
Results in only 1 study
Results in both studies
Transition-to-work study results
Career trajetory
satisfaction
Degree GPA
Work satisfaction
Work status (working)
Salary
Longitudinal samples
Study 1 n=230
Study 2 n=337

10. And what about Alumni (not recent graduates)
career challenges?
Life-long learning (updating skills
continuosly)
Manage transitions between employment-
unemployment

11. Workplace skills
Prepared to work? (Vieira & Marques, 2014)
Online survey
6444 Diplomados/Graduates
781 Empregadores/Employers
Entrevistas de grupo/Focus group
11 entrevistas – 83 Diplomados/Graduates
10 entrevistas - 72 Empregadores/Employers
Workplace skills self-efficacy

12. Workplace skills self-efficacy (WSSE, ACT-Prof;
Vieira, 2014)
• Self-report
• 21 itens
• Likert 5 points
• “1= not confidente at all” até “5= completely confident”
ACT-prof_Br
Graduates Profª Manoela Ziebell de Oliveira
e Alyane Audibert Silveira, PUC Rio Grande do Sul
Employers Maria Theotonio, USF

13. TOP 10 Skilss
n= 781 emprloyers + n= 6444 graduates (Vieira & Marques, 2014)
Identify the most important professional skills in
the next 5 years
Employers Graduates
Analysis and problem-solving 1º ( 51%) 1º (53%)
Creativity and innovation 2º (47%) 2º (49%)
Adaptation and flexibility 3º (45%) 3º (39%)
Planning and organization 4º (40%) 4º (38%)
Striving for excellence 5º (33%) 10º (28%)
Field-specific skills 6º (31%) 7º (32%)
Interpersonal relationship and conflict management 7º (29%) 9º (29%)
Proficiency inforeign languages 8º (28%) 5º (38%)
Team work 9º (27%) 6º (33%)
Information and communication technologies 10º (25%) 8º (31%)

14. 6444 recente graduates divided in 2 groups based on:
the participation in extracurricular activities or training while in HE
(Vieira & Marques, 2014)
GRUPO 2
55% NO>
GRUPO 1
45% YES
controlando genero,
idade, grau academico e
ano de gradução
What can enhance students WSSE while in HE?

15. H1. WSSE in the top 5 skills predicts work
satisfaction
ANÁLISE E RESOLUÇÃO DE PROBLEMAS (ß= .05
p <.05)
CRIATIVIDADE E INOVAÇÃO (ß= .07 p <.001)
ADAPTAÇÃO E FLEXIBILIDADE (ß= .04 p
<.05)
PLANEAMENTO E ORGANIZAÇÃO (ß= -.03 p
>.05)
MOTIVAÇÃO PARA A EXCELÊNCIA (ß= .21 p
<.001)
R² Ajust = .09
[F(5,4530)= 93.56; p<.001]
Safisfação
LaboralAutoeficácia

16. H2. WSSE in the top 5 skills predicts salary
ANOVA [F(4,4531)= 54.42; p<.001]
Scheffe
Autoeficácia na Análise e Resolução de Problemas

17. ANOVA [F(4,4531)= 14.91; p<.001]
Scheffe
Autoeficácia na Criatividade e Inovação
H2. WSSE in the top 5 skills predicts salary

18. ANOVA [F(4,4531)= 13.18; p<.001]
Scheffe
Autoeficácia na Adaptação e Flexibilidade
H2. WSSE in the top 5 skills predicts salary

19. ANOVA [F(4,4531)= 9.36; p<.001]
Scheffe
Autoeficácia no Planeamento e Organização
H2. WSSE in the top 5 skills predicts salary

20. ANOVA [F(4,4531)= 18.87; p<.001]
Scheffe
Autoeficácia na Motivação para a Excelência
H2. WSSE in the top 5 skills predicts salary

21. E-Book
www.beyou-bemore.com

22. SE Coaching Model
(Vieira & Palmer, 2018)
Coaching self-efficacy
The confidence the coach
has in his/her ability to
use their coaching skills
effectively
in order to facilitate clients
personal and professional
development (Vieira, 2011)

23. A coach is an “effective efficacy builder” (Bandura, 2008)
How?
Why is self-efficacy knowledge important for
coaches?
- Helping clients recall past mastery experiences
- Enhance SE in coachees through social persuasion “what that
previous experiences tell you?”
- Helping clients engage in situations that bring success and
avoid placing them prematurely in situations where they are
likely to fail

24. How to measure Coaching Skills
Self-efficacy?
Coaching Skills Self-Efficacy Scale
(CSSES; Vieira, 2011; Vieira & Palmer, 2012)
24 items self-reported questionnaire
Six points Likert-type
1= not confident at all 6= totally confident
How confident you are in..
“Helping a client to clarify his/her goals”

25. The Self-Efficacy Coaching Model
(SEC; Vieira & Palmer, 2018)
How to measure Coaching Skills Self-efficacy?
Vieira, D. A. & Palmer, S. (2012). The Coaching Skills Self-Efficacy Scale
(CSSES): A validation study among a Portuguese sample. The Coaching
Psychologist, 8 (1), 6-11.
Tokuyoshi, Y., Iwasaki, S., Vieira, D. A. & Palmer, S. (2014). Development
and validation of the Coaching Skills Self-Efficacy Scale – Japanese
version (CSSES-J). The Coaching Psychologist, 10 (2), 59-66.

26. Handbook of Coaching Psychology (2019, 2nd Ed.) Edited by Stephen Palmer and Alison Whybrow
Chapter 3 Self-efficacy within coaching and coaching psychology: An integrated Self-efficacy Coaching Model
Diana Aguiar Vieira and Stephen Palmer (pp. 25-33)
The Self-Efficacy Coaching Model
(SEC; Vieira & Palmer, 2018)
2
1
3
DETERMINANTS
COACH
SELF-EFFICACY
COACH PERFORMANCECOACHEES
√
4
√
√

27. NOTAS FINAIS

28. É simples: explica mais
com menos
Ajuda a compreender e
predizer o
comportamento
Contribui para melhorar
a vida das pessoas
Possui utilidade prática
Uma boa teoria ou modelo teórico…

29. Practice
Research
Theory
3 elements
make sense
when regarded
in an articulated
manner

30. Social Cognitive Theory
Useful in several career domains in understanding
processes, research and practice
Transition-to-work
Job-search
Adaptation to work
Work satisfaction
Unemployment-employment
Professional development (Coaching)

31. Obrigada pela atenção!
Diana Aguiar Vieira
www.beyou-bemore.com
CEOS.PP, ISCAP, Politécnico do Porto, Portugal