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A Social Cognitive View of School‐to‐Work Transition
Author(s) -
Lent Robert W.,
Hackett Gail,
Brown Steven D.
Publication year - 1999
Publication title -
the career development quarterly
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.846
H-Index - 53
eISSN - 2161-0045
pISSN - 0889-4019
DOI - 10.1002/j.2161-0045.1999.tb00739.x
Subject(s) - graduation (instrument) , social cognitive theory , psychology , remedial education , school to work transition , negotiation , psychological intervention , career development , work (physics) , social psychology , pedagogy , developmental psychology , sociology , vocational education , mathematics education , social science , mechanical engineering , mathematics , geometry , psychiatry , engineering
This article considers social cognitive career theory (SCCT; Lent, Brown, & Hackett, 1994) as a vantage point from which to view the school‐to‐work transition process. Rather than emphasizing the period just before high school graduation, SCCT focuses on 6 developmentally linked themes that unfold throughout the school years. An emphasis on these themes (formation of self‐efficacy and outcome beliefs, interest development, interest‐goal linkages, translation of goals into actions, performance skills, negotiation of transition supports and barriers) suggests targets for developmental and remedial interventions that promote students' career development across the school years and after work entry.