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Social Cognitive Career Theory (SCCT; Lent, Brown, and Hackett 1994, 1996) proposes that career interests, goals, and choices are related to self-efficacy beliefs and outcome expectations. It suggests that peopleʼs self-efficacy beliefs and outcome expectations with regard to self-employment would predict their goals to become selfemployed. This study explores the ability of SCCT to predict goals for self-employment in a sample of 115 undergraduate business students. Results indicated that students with higher entrepreneurial self-efficacy and higher self-employment outcome expectations had higher intentions to become self-employed. These findings imply that educators and policy-makers may boost student entrepreneurial intentions by (1) enhancing studentsʼ confidence to succeed in an entrepreneurial career and (2) enhancing studentsʼ expectations of strong positive outcomes resulting from an entrepreneurial career

This chapter applies three of the most prominent theories in vocational and career psychology to further illuminate the turnover process. Prevailing theories about attrition have rarely integrated explanatory constructs from vocational research, though career (and job) choices clearly have implications for employee affect and loyalty to a chosen job in a career field. Despite remarkable inroads by new perspectives for explaining turnover, career, and vocational formulations can nonetheless enrich these – and conventional – formulations about why incumbents stay or leave their jobs. To illustrate, vocational theories can help clarify why certain shocks (critical events precipitating thoughts of leaving) drive attrition and what embeds incumbents. In particular, this chapter reviews Super's life-span career theory, Holland's career model, and social cognitive career theory and describes how they can fill in theoretical gaps in the understanding of organizational withdrawal.

Entrepreneurial intention plays a major role in entrepreneurship academia and practice. However, little is known about the intentions of entrepreneurs in the social area of venture creation. This paper aims to formulate a well-organized model of social entrepreneurial intention.

The paper draws on intention models in entrepreneurship literature in general and social entrepreneurship in particular to identify gaps. Based on these findings, a new conceptual model is formulated.

There is no research to be found which uses the social cognitive career theory (SCCT) to explain about an individual’s intention to become a social entrepreneur, although this theory is recently suggested as an inclusive framework for entrepreneurial intention (Doan Winkel et al., 2011). It is also supportive by the empirical research of Segal et al. (2002). Therefore, a conceptual model of entrepreneurial intention in the field of social entrepreneurship is formulated based on adapting and extending the SCCT.

The paper contributes to the social entrepreneurship literature by providing new insights about social entrepreneurial intention. The result has important implications for theory and practice. In theory, it is the first model offering the SCCT as the background of formation for social entrepreneurial intention, with a distinct perspective of social entrepreneurship as a career. It raises a future direction for researchers to test this model. In practice, this framework provides a broad view of factors that could contribute to the success of the would-be a social entrepreneur.

The goals of this study were to examine the utility of social cognitive career theory in a South Asian context, extend SCCT beyond its individualistic roots to include social and contextual variables, and explore the possible differential validity of SCCT predictors for men and women.

The study involved an in‐class survey of Bangladeshi undergraduate engineering students including 209 women and 640 men.

Despite stronger relationships between persistence and two predictors – social aspirations and self‐efficacy – for men, self‐efficacy, the core construct of SCCT, was the most important predictor of persistence for both women and men thus supporting the applicability of SCCT in non‐Western contexts.

Several new measures were developed for this study which provide a basis for future research but will require further validation. The results demonstrated the applicability of SCCT in a non‐Western context but the amount of variance explained was modest. Thus, additional research into context‐specific factors affecting persistence is warranted.

The results suggest that interventions intended to enhance the participation of women in non‐traditional fields such as engineering should focus on enhancing self‐efficacy, potentially through creating a more supportive learning environment.

The current study is one of the first to assess the applicability of SCCT in a non‐Western context and to examine the differential validity of SCCT predictors for women and men.

The study uses social cognitive career theory (SCCT) to explore the driving and restraining factors that students consider in selecting auditing as a career.

Considering the aim of this study, a qualitative research was preferred with the objective of gathering in-depth and enriched empirical data; hence, semi-structured interviews were conducted with seventy-five fourth-year undergraduate accounting students of six top-ranked universities in Ghana that offer accounting programmes.

The findings of the current study unearth the constructs of the SCCT that students' decision to consider a career in audit is driven by outcome expectations (high earnings/monetary incentives and social prestige associated with the job), as well as self-efficacy belief (possession of ethical values). Further, the study finds that self-efficacy beliefs (job stress and accounting stereotype) were the factors restraining students from considering auditing as a career. The results finally show that the students who would choose auditing as a career in future are in one way or the other, preparing for the achievement of their goals.

The SCCT framework utilized focuses on the three main constructs: self-efficacy, outcome expectations and goals. There are a number of related factors that may influence students' career choice decisions. These may include personal characteristics and contextual influences; a change of the theoretical framework may help discover other important personal and contextual factors that this current study could not unearth.

The study indicates, on the contrary, that students have negative perceptions about auditing as a career option; they consider the career as stressful, tedious and monotonous. These misconceptions make it less likely for a student to pursue auditing as a career. Educators can aid students in their decision to pursue a study in accounting and become auditors by displaying and reinforcing the positive outcomes that come with the position of an auditor.

The findings of this study add to the existing literature by delving deeper into the self-selection factors that influence a student's desire to become an auditor. Furthermore, the current research is exceptional in that it applies the SCCT to the aim of becoming an auditor. Although other research studies have looked into factors that may influence a student's decision to pursue a profession as an accountant, these studies have mostly been quantitative, limiting the students' ability to explain why those factors encourage or dissuade them.

Based on a theoretical framework grounded in the social-cognitive theory and its derivative the social-cognitive career theory, the main purpose of this paper is to examine the role of entrepreneurial exposure in moderating the relationship between self-efficacy and entrepreneurial intention in the presence of different levels of outcome expectations.

Using a sample of 643 secondary students from Colombia, the authors tested the validity and reliability of scales used to measure the main constructs of the socio-cognitive career theory and used the construct of entrepreneurial exposure to examine contingent hypotheses using a four-step linear regression analysis.

The study results suggest that although the main social-cognitive career variables (self-efficacy and outcome expectation) and entrepreneurial exposure directly influence the formation of entrepreneurial intention and thus support previous findings, the authors also discover a new configuration of (interacting) antecedents. While on the one hand, even a low level of entrepreneurial exposure leads to a significant increase in the entrepreneurial intention of secondary students with high outcome expectation and high self-efficacy; on the other hand, high entrepreneurial exposure leads to a decrease in entrepreneurial intention among students with high entrepreneurial expectation and high self-efficacy.

The main implication of the study findings is although entrepreneurial exposure is beneficial for fostering entrepreneurial intention among secondary students, a high level of entrepreneurial exposure can have a detrimental effect especially among those with high self-efficacy and outcome expectations.

The paper suggests implications and suggestions for educators to foster the development of entrepreneurial intentions among students.

This study provides empirical evidence on the formation of entrepreneurial intention in a new setting. In addition, it improves one’s understanding of the main tenets of social-cognitive career theory by taking into account an important environment factor that can have a contrasting impact on the formation on entrepreneurial intention among adolescents.

Drawing on social cognitive career theory (SCCT), this study aims to examine how university students’ attitude towards entrepreneurship education (ATEE) consists of affective, cognitive and behavioral components influences their entrepreneurial intentions. It further examines the role of entrepreneurial self-efficacy (ESE) as a mediator and social norms as a moderator in the ATEE – entrepreneurial intentions and – ESE relationships, respectively.

A sample of 428 university students from the new generational cohort entering workforce now (i.e. generation Z) from the four main cities of the province of Punjab, Pakistan, were considered using an online administered questionnaire. The study analyzes data using SPSS v25 and AMOS v22 and presents descriptive statistics, reliability, validity analysis and linear regression analysis. Furthermore, to test mediation and moderation hypotheses, Hayes’ PROCESS macro v3.0 was used.

The results confirm that individuals’ ATEE based on affective, cognitive and behavioral components have significant influence on entrepreneurial intentions. The findings also confirm the strong mediating role of ESE between the components of ATEE and entrepreneurial intentions. Furthermore, the conditional effects results confirm that social norms strengthened the positive relationships between the affective, behavioral and cognitive components of ATEE – ESE at three levels (low, medium and high).

This study is the first of its nature to unlock the missing link between ATEE’s components and entrepreneurial intentions using the theoretical foundations of SCCT. Furthermore, this study provides theoretical and practical implications specifically considering a developing country – Pakistan.

This study aims to investigate the effects of several individual elements vis-a-vis the environment that affects students’ choice of a career. The study assesses the effects of cognitive-person factors on the career decision-making of tertiary students and analyses how chance events moderate these relationships.

The study used the survey research design to gather data from 302 final-year tertiary students from four (4) Faculties and sixteen (16) academic departments of a Technical University in Ghana. Data were collected through self-administered questionnaires and analysed using the partial least square structural equation modelling (PLS-SEM).

The study reveals that students’ self-efficacy and outcome expectations are two cognitive-person factors that positively and significantly influence students’ career choices. However, chance events of tertiary students were found not to moderate the relationship between cognitive-person factors and students’ career choices.

Understanding how several cognitive-person factors influence the career choice of students through the lens of social career-cognitive theory could enable researchers to advance knowledge in the career choice process. Counselors and guidance coordinators need to motivate and encourage career/job exploration and development by identifying sources of psychosocial support available to students.

This study identifies the cognitive person factors that drive career decisions and provides one of the initial attempts to investigate how chance events moderate students’ cognitive-person career choice relationship.

The purpose of this paper is to develop a theoretical framework for measuring public sector managers' career success.

The theoretical foundation used in this study is social cognitive career theory. To conduct a literature search, several keywords were identified, i.e. career success, objective and subjective career success, managers, managerial career development and social cognitive career theory. Several electronic databases available in the university's library, such as Emerald, EBSCOHost, SAGE, Science Direct and Blackwell Synergy, were used to search for resources. Literature includes sources written in both English and Malay.

The four factors that have predictive potential on managers' career success are individual‐related factors, organizational‐related factors, managerial competencies‐related factors, and the person‐environment fit factor. Career success should be operationalized using both objective and subjective career success.

The study was exploratory, based on a literature review. Empirical study is needed to examine the predictive potential of the four key factors (i.e. individual‐related factors, organizational‐related factors, managerial competencies‐related factors, and person‐environment fit factor) for public sector managers' career success.

Strengthening the HRD framework through organizational development, personnel training and development and career development may develop and unleash individual potential which leads to positive career outcomes (objective and subjective career success).

The research constructs a theoretical framework which outlines the predictive potential of four key factors on public sector managers' career success. The four key factors can be developed through HRD practices.

Researchers recognize that interpersonal relationships contribute to the career development of professional employees. The purpose of this paper is to extend this research to individuals working at a formative point in their careers. Guided by Social Cognitive Career Theory, a model is developed that tests whether the quality of individuals’ work relationships at an early career stage has implications for their development of career cognitions and career exploration behaviors.

Structural equation modeling is used to test the model in two samples of employed students (n=372 and n=166).

Coworker relationship quality had a direct influence on career self-efficacy, which led to increased career outcome expectations, goals and exploration behaviors. The influence of supervisor relationship quality was mixed across studies.

Findings suggest that the quality of individuals’ relational experiences at work, even at an early career stage, has implications that extend beyond the workplace to affect their careers more generally.

Results speak to the dangers associated with a poor interpersonal climate for employees at an early career stage, and suggest that managers invest in opportunities that allow these employees to build stronger bonds with coworkers. The results also suggest that career counselors and internship coordinators be sensitive to the interpersonal climate of organizations with whom they contract.

This study offers insight into the connection between early employment experiences and individuals’ career cognitions and career exploration behaviors.