Social Cognitive Career Theory of Career Choice Gail Hackett, Professor & Provost

Development of Banduras WorkSocial Learning TheorySocial learning & personality development (Bandura & Walters, 1963)Principles of behavior modification (1969)Self Efficacy Theory (1977)Level, strength & generalityRole in mediating choice, performance, persistenceSocial Cognitive TheorySocial foundations of thought & action: A social cognitive theory (1986)Self efficacy: The exercise of control (1997)

Our Early WorkApplications of Banduras Self-efficacy Theory to womens career developmentHackett & Betz (1981) theoretical statement Direct applications of self efficacy theory to explaining womens under-representation in male-dominated occupations Early areas of study:Occupational self-efficacy and career interestsMath self-efficacyCareer decision making self-efficacySelf-efficacy theory also had direct implications for intervention Research quickly branched out into applications to career choice and development more generally

Social Cognitive Career Theory: OriginsBased on Albert Banduras empirical/theoretical work over 4+ decades (1969, 1977, 1986, 1997)Application of Banduras social cognitive theory to career behavior (Lent, Brown & Hackett)Extended earlier work focused on career self-efficacy beliefs and their effect on career choice and achievement (Hackett & Betz)Strong empirical evidence for core of model; increasing support for full modelSocial cognitive theory accords a central role to cognitive, vicarious, self-regulatory and self-reflective processes in human adaptation and change (i.e., human agency)Stands in contrast to conceptions of human functioning that overemphasize environmental or biological factorsTheory contains direct implications for intervention

Reciprocal determinants of human functioning

BackgroundBackgroundContextualAffordances Person Inputs

- Predispositions- Gender- Race/ethnicity- Disability/ Health statusLearning Experiences

Self-efficacyExpectationsOutcome ExpectationsInterestsGoalsActionsContextual InfluencesProximal to Choice BehaviorSocial Cognitive Career Theory(Lent, Brown & Hackett, 1994, 2000, 2002)

BackgroundContextualAffordancesLearning ExperiencesSCCT ModelPerson Inputs and background context Person Inputs

- Predispositions- Gender- Race/ethnicity- Disability/ Health status

Distal InfluencesPerson InputsRace/ethnicity, genderPhysical appearance, health, disabilitiesSpecial abilities, e.g., intelligence, musical ability, artistic ability, muscular coordinationEnvironmental conditions & eventsSocioeconomic statusJob & training opportunitiesSocial policies & procedures for selecting trainees & workersRate of return for various occupations (ROI)Labor laws, union rulesPhysical events (e.g., earthquakes, hurricanes, droughts, floods)Availability & demand for natural resourcesTechnological developments (e.g., computers, web)Changes is social organizations Family training experiences & resources, neighborhood & community influences (e.g., family religion, values, expectations, womens roles, availability of models, etc.)Education system (e.g., post-secondary opportunities affected tremendously by K-12 system)

Learning Experiences

Self-efficacyExpectationsOutcome ExpectationsSCCT Model: Learning effects on efficacy and outcome expectations

Key Components of Social Cognitive TheorySelf-Efficacy Expectations: Beliefs in ones capability to organize and execute the courses of action required to manage prospective situations (Bandura, 1986)Cognitive appraisals of ones capacity to perform specific behaviors (future directed) Can you do this? How confident are you that you can do this? Efficacy beliefs influence initiation/choice of activities, effort expended, persistence in the face of obstacles, and ultimately successNOT self-esteem or other trait construct

Outcome Expectations: Beliefs about the consequences of given actions What will happen if I do this? Consequences of successful performance

Goals: Determination to engage in a particular activity or to produce a particular outcome What do I choose to do? By setting personal goals, people help to organize, guide, and sustain their own behavior

Prior PerformanceAccomplishmentVicariousLearningSocial PersuasionPhysiological andAffective ReactionsSelf-EfficacyLearning Influences:Sources of Self-Efficacy Information

Building Self-efficacy expectationsPerformance AccomplishmentsMost powerful influence Attributions of performance important for take-away messageVicarious LearningImportance of model similarity along dimensions of importance to the observerObservation of consequences of models behaviorSocial PersuasionBest when source of persuasion is credibleMost commonly used but least powerful source of informationCouple with other informational sourcesPhysiological States and Affective ReactionsWeak efficacy beliefs can produce anxiety/high levels of anxiety undermine performanceAnxiety reduction can enhance performance & self-efficacy

Attributions of PerformanceAttributions of SuccessInternal Due to my own skills, abilities: likely to increase efficacy, performanceExternal Easy test, course: likely to undermine or have no effect on efficacy, performanceAttributions of FailureInternal Due to my lack of ability: undermining efficacy, performanceExternal Due to the Instructor being a hard grader: No effect on efficacy, performance

Observational Learning

Learning Experiences

Self-efficacyExpectationsOutcome ExpectationsSCCT Model: Learning effects on efficacy and outcome expectations

Self-Efficacy: Beliefs in ones capability to organize and execute the courses of action required to manage prospective situationsOR cognitive appraisals of ones capacity to perform specific behaviors in the future Can you do this? How confident are you that you can do this? Efficacy beliefs determine initiation, choice of activities, effort expended, & persistence in the face of obstacles

Outcome Expectations: Beliefs about the consequences of given actions What will happen if I do this? Consequences of successful performance

Goals: Determination to engage in a particular activity or to produce a particular outcome What do I choose to do? By setting personal goals, people help to organize, guide, and sustain their own behaviorKey Components of Social Cognitive Theory

Outcome X Efficacy Expectations

Self-efficacyExpectationsOutcome ExpectationsInterestsGoalsActionsContextual InfluencesProximal to Choice BehaviorSCCT Model: Contextual influences on interests, goals and actions

Self-Efficacy: Beliefs in ones capability to organize and execute the courses of action required to manage prospective situationsOR cognitive appraisals of ones capacity to perform specific behaviors in the future Can you do this? How confident are you that you can do this? Efficacy beliefs determine initiation, choice of activities, effort expended, & persistence in the face of obstacles

Outcome Expectations: Beliefs about the consequences of given actions What will happen if I do this? Consequences of successful performance

Goals: Determination to engage in a particular activity or to produce a particular outcome What do I choose to do? By setting personal goals, people help to organize, guide, and sustain their own behaviorKey Components of Social Cognitive Theory

Contextual Influences on Career and Academic BehaviorObjective and perceived aspects of the environment influence beliefs, intentions, & actionsEnvironmental barriers can erode efficacy and interestsConversely, strong efficacy can enable an individual to surmount obstacles and persist in the face of barriersThree Primary Paths of Contextual Influences Distal (early) effects on acquisition of SE and OE Moderators of interest-choice relations Direct influences on choice

BackgroundBackgroundContextualAffordances Person Inputs

- Predispositions- Gender- Race/ethnicity- Disability/ Health statusLearning Experiences

Self-efficacyExpectationsOutcome ExpectationsInterestsGoalsActionsContextual InfluencesProximal to Choice BehaviorSocial Cognitive Career Theory

Targets for InterventionProvide opportunities to build competenciesStrengthen self-efficacy beliefs via the four sources of informationRealistic self- appraisal of performance accomplishmentsEngage in mastery experiencesRecognize strong performanceDevelop accurate attributions of performance (success and failure)Provide strong and varied modelsDiversity of academic, work models along varied dimensions of similarityCoping vs. mastery modelingCouple verbal/social persuasion with other information sourcesAddress undermining anxiety related to performance and choice Strengthen & expand vocational interests in high aptitude areasLink education to work/careers via career exploration (from written/visual information thru simulations, modeling, & job shadowing to practica & internships, research & work experience)Address unrealistic outcome expectationsMinimize barriers & enhance facilitatorsClarify academic & career goals

Selected ReferencesLent, R.W. (2013). Social cognitive career theory (pp. 115- 146). In S.D. Brown & R. W. Lent (Eds.), Career development & counseling: Putting theory and research to work (2nd Ed.). New York: Wiley.Hackett, G., & Lent, R.W. (2008). Social cognitive theory. In F. T. L. Leong (Editor-in-Chief), H.E.A. Tinsley (Senior Editor) & S.H. Lease (Associate Editor), Encyclopedia of counseling, Volume 2: Personal and emotional counseling. (pp. 767-769). Thousand Oaks, CA: Sage Publications.Betz, N.E., & Hackett, G. (2006). Career Self-efficacy Theory: Back to the Future. Journal of Career Assessment, 14, 3-11.Lent, R.W., Brown, S.D., & Hackett, G. (2002). Social cognitive career theory (pp. 255-311). In D. Brown, L. Brooks, and Associates, Career choice and development (4th Ed.). San Francisco, CA: Jossey-Bass.Lent, R.W., Brown, S.D., & Hackett, G. (2000). Contextual supports and barriers to career choice: A social cognitive analysis. Journal of Counseling Psychology, 47, 3649.Hackett, G. (1995). Self-efficacy and career choice and development. In A. Bandura (Ed.), Self-efficacy in adaptation of youth to changing societies (232-258). Cambridge: Cambridge University Press.Lent, R. W., Brown, S.D. & Hackett, G. (1994). Toward a unified social cognitive theory of career/academic interest, choice, and performance. Journal of Vocational Behavior [Monograph], 45, 79-122.Hackett, G. & Betz, N.E. (1992). Self-efficacy perceptions and the career-related choices of college students. In D. H. Schunk & J. L. Meece (Eds.), Student perceptions in the classroom: Causes and consequences (pp. 229-246). Hillsdale, N.J.: Erlbaum.Lent, R. W., & Hackett, G. (1987). Career self-efficacy: Empirical status and future directions. Journal of Vocational Behavior, 30, 347-382. (Monograph.)Hackett, G. (1985). The role of mathematics self-efficacy in the choice of math-related majors of college women and men: A path analysis. Journal of Counseling Psychology, 32, 47-56.Hackett, G., & Betz, N. E. (1981). A self-efficacy approach to the career development of women. Journal of Vocational Behavior, 18, 326-339.

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