students not only need to learn a wide range of skills, but also have to gain
the belief that they can succeed (perceived self-efficacy). In this presentation we describe
the evaluation of a transition program designed to teach transferable skills at
the beginning of university study, and show that this program improved
students’ perceived self-efficacy during university transition through
authentic mastery experiences and social persuasion. We also show that the
improved perceived self-efficacy of program participants persisted until at
least the end of their first semester of study.