S ocial cognitive career theory (SCCT) was first introduced in 1994 by Lent, Brown, and Hackett. The 1994 theory statement focused on interest development, choice, and performance-it was developed to explain a limited but important set of career and educational behaviors: (a) how educational and vocational interests develop (and change); (b) what educational and career choices individuals make (and do not make); and (c) how persons achieve various levels of performance in their school and work settings, including how long they may persist in them. Subsequent work expanded SCCT's theoretical range by focusing on other important aspects of career and educational development, including school and work well-being and satisfaction (Lent & Brown, 2006 and educational and career self-management (Lent & Brown, 2013).The latter self-management model represented a conceptual shift from the SCCT interest and choice models by taking a process-rather than contentoriented approach to career development. For example, whereas the original interest and choice models addressed content questions concerning the types of educational and work activity domains to which people gravitate (e.g., to become a welder or writer), the self-management model focused on how people make decisions (rather than what decisions they make) and on how they can be helped to make better decisions and accomplish other important tasks associated with educational and career development across the lifespan (e.g., exploring career options, finding a job, dealing with workplace discrimination, managing multiple life roles, planning for retirement). A primary goal of the Copyright American Psychological Association. Not for further distribution.
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