Social cognitive skills in the school-to-work transition education-labor market transition: a qualitative approach.

Abstract

This article presents the results of the analysis of the cognitive strategies used by young bachelor's degree graduates in their job search. These findings are part of a broader research aimed at explaining the different ways in which university graduates face the transition from university to the labor market, with an emphasis on socio-cognitive skills. The transition phenomenon involves investigating both the practices and the cognitive and social strategies used by graduates. To carry out the analysis, the narratives of the young people were collected from the moment they graduate until the first years after, when their insertion into the labor market occurs. In this sense, narratives related to insertion, permanence and job separation are analyzed. Coping narratives are defined as the discursive descriptions used by university graduates to express how they face a process of professional and personal transition. To carry out this research, semi-structured interviews and in-depth interviews were used from a qualitative approach. It is assumed that the recovery of information through discourse facilitates the generation of different lines of analysis and the emergence of different category systems based on the information obtained.