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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.

Keywords

K–12 social cognitive career theory career development students with disabilities

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Utilizing Social Cognitive Career Theory to Enhance the Self-Efficacy and Outcome Expectations of Students with Disabilities Through Career Development

Abstract

Keywords

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References