Failure of young people with disabilities to engage in career exploratory behavior contributes to their difficulties in transitioning into adult career roles. Social cognitive career theory's task performance model and career constructs were examined with 77 special education students diagnosed with learning disabilities and 99 general education students. A backward regression revealed that career decision self-efficacy and career outcome expectations were key predictors of career exploratory intentions in both groups. Implications for the development of a career assessment battery and intervention are presented.
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