A social cognitive view of school-to-work transition

This article considers social cognitive career theory (SCCT; Lent, Brown, & Hackett, 1994) as a vantage point from which to view the school-to-work. t ransition process. Rather than emphasizing the period just before high scho ol 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 tra nsition supports and barriers) suggests targets for developmental and remed ial interventions that promote students' career development across the scho ol years and after work entry.