The Theoretical Framework Of Social Cognitive Career Theory

In this essay, the author

• Explains that social cognitive career theory emphasizes cognitive-person variables that enable people to influence their own career development, as well as contextual variables, which enhance or constrain personal agency.
• Explains that objective environmental variables can affect one's career development, whether or not one specifically recognizes their influence. scct highlights the temporal period during which particular environmental influences occur, making it particularly relevant for examining college students.
• Explains that most scct research has focused on cognitive-person variables such as self-efficacy, outcome expectations, and goals, but little research on how these variables are affected by environmental factors.

• Explains that social cognitive career theory emphasizes cognitive-person variables that enable people to influence their own career development, as well as contextual variables, which enhance or constrain personal agency.
• Explains that objective environmental variables can affect one's career development, whether or not one specifically recognizes their influence. scct highlights the temporal period during which particular environmental influences occur, making it particularly relevant for examining college students.
• Explains that most scct research has focused on cognitive-person variables such as self-efficacy, outcome expectations, and goals, but little research on how these variables are affected by environmental factors.
• Explains that in a knowledge-based society, critical thinking and lifelong learning have taken on increased economic importance. traditional academic governance allows individual teaching faculty to determine the content of their syllabi.
• Explains that educators across time have failed to agree on the definition of critical thinking. socrates, plato, and aristotle encouraged students to realize that things were often not what they seemed to be.
• Explains that lifelong learning and critical thinking have been adopted as general education core curriculum goals in colleges and across disciplines, but the means for achieving these goals is not addressed in the education literature.
• Explains the disconnect between definitions of information literacy and critical thinking, which tends to fall along librarian/teaching faculty/administrative lines, illustrates the differing opinions regarding which group should be responsible for teaching these overlapping skill sets
• Explains breivik's position that one can be a critical thinker and still be information illiterate. the middle states commission on higher education’s accreditation guidelines focus on attributes associated directly with information literacy: analyzing content, creating knowledge, and applying it to projects or products.
• Analyzes how the society for human resources' 2006 conference report reflected employers' growing frustrations over the lack of skills in new workforce entrants, including critical thinking/problem solving skills, ethics/social responsibility, information technology, and lifelong learning/self-direction skills.
• Explains that college students are making major financial decisions that will have lasting financial implications, but many come to college with little preparation, experience or knowledge of how to manage money on their own.
• Explains that counseling students about their estimated debt-to-income ratio entails an integration of three areas typically housed in separate departments: financial aid, academic advising, and career counseling/placement.