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

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.