Utilizing Social Cognitive Career Theory to Enhance the Self-Efficacy and Outcome Expectations of Students with Disabilities Through Career Development. Issue 1 (9th May 2022)

• Record Type: Journal Article
• Authors: Appling, Brandee; Tuttle, Malti; Harrell, Lindsay; Ellerman, Hillary; Mabeus, Danielle
• Is Part Of: Professional school counseling. Volume 26:Issue 1(2022)
• Publication Date: 2022-05-09
• Subjects: K–12 -- social cognitive career theory -- career development -- students with disabilities; Educational counseling -- United States -- Periodicals; Educational counseling; United States; Periodicals; 371.4
• DOI: 10.1177/2156759X221098937
• Languages: English
• ISSNs: 1096-2409

Abstract

Social cognitive career theory (SCCT) is a valuable framework when developing applicable and appropriate career development interventions for students with disabilities. The use of SCCT in developing interventions will enhance the self-efficacy and outcome expectations of K–12 students with disabilities, thereby leading to more purposeful, realistic, and positive career beliefs and behaviors. This article explores the self-efficacy and outcome expectations of students with disabilities and discusses possible interventions for school and college counselors.