Introduction: Based on the Social Cognitive Model of Career Development (SCCT) theory, the academic development process of university students is analyzed. Self-efficacy and outcome expectations are core constructs within the SCCT, which are influenced according to the model by personal factors and predispositions, such as disability, sex or race. Method: The sample consisted of 299 students from the Primary Education Degree and the Early Childhood Education Degree at the University of Granada. The measurement instruments used were the University Biodata Questionnaire (Rocabert et al., 2007), the Generalized Self-Efficacy Scale (Baessler and Schwarzer, 1996) and the Academic Outcome Expectations Scale (Zalazar-Jaine and Cupani, 2018). Results: The study variables showed a direct relationship between them. Validation tests were carried out given the adaptation of one of the instruments, highlighting its suitability for the study. No differences were observed between the levels of vocational development, self-efficacy and outcome expectations in students with and without disabilities. Differences were found regarding the gender variable in terms of self-efficacy and outcome expectations, but not in relation to effective vocational development. Discussion and conclusions: Although the total scores of the combined sample do not differ in a characteristic way in their comparison, aspects such as the periods of vocational interests, perceived barriers to the completion of studies, satisfaction with the chosen career and extrinsic or intrinsic academic outcome expectations do present differences in their assessments with respect to both groups. The exploratory nature of the study is particularly noteworthy, as are the biases of the sample used, both in terms of disability and sex.