Anchored in Bandura's social cognition theory, this framework focuses on the interplay among self-efficacy, expectations, and goals in enabling individuals to act on their career development. The interaction of sociocognitive variables with personal/environmental characteristics and school-to-work transition is described. (SK)

Provides an overview of a social cognitive framework for understanding career interest, choice, and performance processes. Features several variables (self-efficacy, outcome expectations, personal goals) through which people help to guide their own career development. Discusses how these variables interrelate with other aspects of persons (e.g.,…

Interviews with students at a state university (n=19) and technical college (n=12) showed that interests and work-related experiences frequently influenced career choices. Financial and social support factors impeded or supported choice implementation. Differences in perceived influences on choice and implementation may be related to environmental…

This study examined the utility of social cognitive career theory (SCCT; R. W. Lent, S. D. Brown, & G. Hackett, 1994) in predicting engineering interests and major choice goals among women and men and among students at historically Black and predominantly White universities. Participants (487 students in introductory engineering courses at 3…

Social cognitive career theory (SCCT; R. W. Lent, S. D. Brown, and G. Hackett, 1994) and general social cognitive theory (Bandura, 1999, 2000) posit somewhat different relations between contextual variables and choice actions. The authors tested the predictions of these 2 model variations. Participants (328 students in an introductory engineering…

Explored the relation of self-efficacy beliefs to inventoried vocational interests in 70 science and engineering students in a career planning course, using the Strong-Campbell Interest Inventory and measures of perceived ability to complete the educational requirements of science and engineering fields. Findings indicated significant correlations…

The math-related interests and academic-choice intentions of black college students (N=164) are explored. A social cognitive path model offered good overall fit to the data. Although racial identity contributed little to the model, self-efficacy and outcome expectations predicted interests, which predicted choice intentions across racial attitude…

Considers social cognitive career theory as a point from which to view the school-to-work transition process. Focuses on developmentally linked themes that unfold throughout school years. Emphasis on these themes (formation of self-efficacy and outcome beliefs, interest development, interest-goal linkages, translation of goals into action,…

Career development theories do not typically highlight their relevance to the school-to-work transition process. This issue features articles that examine how several prominent career development theories (person-environment fit, social learning, developmental, and social cognitive) can be brought to bear on this process. Three discussants assess…