This study tested a social cognitive model of work and life satisfaction (Lent & Brown, 2006, 2008) in a sample of 235 Italian school teachers. The model offered good overall fit to the data, though not all individual path coefficients were significant. Three of five predictors (favorable work conditions, efficacy-relevant supports, and…

Social cognitive career theory (SCCT; Lent, Brown, & Hackett, 1994) seeks to explain the factors that shape educational and vocational interests and choices. We used meta-analytic path analyses to synthesize data (from 1981 to 2008) relevant to SCCT's interest and choice hypotheses, organizing the literature according to Holland's (1997) broad…

We performed a meta-analytic path analysis of an abbreviated version of social cognitive career theory's (SCCT) model of work performance (Lent, Brown, & Hackett, 1994). The model we tested included the central cognitive predictors of performance (ability, self-efficacy, performance goals), with the exception of outcome expectations. Results…

Armstrong and Vogel (2009) proposed that the differences between self-efficacy and interests are a matter of measurement artifact rather than substance. In tests of this hypothesis, they conceived of self-efficacy and interest as observed indicators of larger RIASEC (Realistic, Investigative, Artistic, Social, Enterprising, and Conventional) types…

The present study tested a number of theoretically and empirically derived measurement models of the Career Decision Self-Efficacy Scale-Short Form (CDSES-SF) using confirmatory factor analysis. Betz's five-factor model of the CDSES-SF, along with a number of alternative models, demonstrated adequate model fit in two independent samples. Based on…

Social cognitive career theory (Lent, Brown, & Hackett, 1994) was originally designed to help explain interest development, choice, and performance in career and educational domains. These three aspects of career/academic development were presented in distinct but overlapping segmental models. This article presents a fourth social cognitive model…

Extends social cognitive career theory by suggesting how several of its major hypotheses can be applied to counseling. Describes strategies for assisting clients in developing a broad array of career options, analyzing and overcoming barriers to career choice, and counteracting choice-limiting self-efficacy beliefs. Discusses future research needs…

Three analyses of data from 51 men and 178 women were conducted. Confirmatory factor analysis of self-efficacy beliefs and self-rated abilities supported a two-factor model. LISREL estimates of self-efficacy beliefs were more highly related to interests than were self-rated abilities. Relationship of self-rated abilities to interests was…

Efforts to test hypotheses derived from social cognitive theory require sound measures of the theory's constructs. Because the theory is concerned with domain-specific aspects of human functioning, it raises special measurement challenges. For example, unlike traits, which can be indexed with general, all-purpose measures, social cognitive…

Italian high school students (n=796) completed measures related to Social Cognitive Career Theory and Holland's personality types. Findings supported hypotheses that self-efficacy and outcome expectations predict interests. Whether the mediation effect of interests was full or partial varied across types. Social supports/barriers related to career…

Reviews the articles on counselor and supervisory self-efficacy in this issue of JCP (Larson's Social Cognitive Model of Counselor Training is the theme). Provides advice about cafeteria-style theorizing, and deals with definitional and measurement issues (particularly the definition of counselor self-efficacy). Discusses relationship issues and…

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.,…

Examined whether global academic self-concept and academic self-efficacy beliefs that vary in domain specificity/globality represent distinct or common underlying dimensions. Results based on 205 university students revealed that each of the variables represented separate, though related, latent dimensions of self-perception. Implications for…

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…

This study explored the moderating effects of academic self-efficacy beliefs on the relationship of scholastic aptitude to academic performance (grade point average) and academic persistence (retention). Subjects, 105 students enrolled in a career planning course for science and engineering majors, were administered two measures of self-efficacy…