Abstract
Academic efficacy is a form of self-efficacy that is tightly linked to academic achievements, motivation and future professional careers. Previous research has shown that changes occur in academic efficacy throughout the course of one's educational process.
Our research project focuses on transitions between levels of education and changes in academic efficacy. Such changes in academic efficacy are also connected with students' expectations about their future schooling.
Our research results show a close coherence between all the observed variables. In general, adolescents tend to have a good academic efficacy measured by MALS (Burden, 1998) and a shorten Child Self-Efficacy Scale (Pastorelli et al. 2001).
Just 16% (measured by MALS) and 7% (measured by ChSE) of adolescents reach lower scores, which would require attention. Adolescents, in general, express higher levels of efficacy in coping with the change and report mostly positive emotions connected with the transition of school.