pational interests, values, and choices. Similarly, SCCT follows
Krumboltz’s and other theorists’ lead in acknowledging the influ-
ence of genetic factors, special abilities, and environmental condi-
tions on career decisions. Such conceptual links are essential, given
our intent for SCCT to serve as a unifying or bridging framework—
and given that it shares with Krumboltz’s theory some common the-
oretical lineage. However, the two positions diverge on a number
of key points, for example, in their conceptualization of cognitive
processes, in their central constructs, and in the specific outcomes
they attempt to explain.
Krumboltz’s theory traces its roots to social learningtheory—an
earlier version of Bandura’s position—whereas SCCT stems more
directly from social cognitivetheory, reflecting an increased empha-
sis on cognitive, self-regulatory, and motivational processes that
extend beyond basic issues of learning and conditioning. Although
both positions acknowledge the impact of reinforcement history on
career behavior, SCCT is more concerned with the specific cogni-
tive mediators through which learning experiences guide career
behavior; with the manner in which variables such as interests,
abilities, and values interrelate; and with the specific theoretical
paths by which person and contextual factors influence career out-
comes. It also highlights means by which individuals exercise per-
sonal agency in their career development.
Finally, SCCT is also linked with, or has been informed by, other
cognitively oriented models of career and academic behavior (Barak,
1981; Eccles, 1987; Schunk, 1989); certain theories of work moti-
vation (Locke & Latham, 1990; Vroom, 1964); theory and research
on women’s and racial-ethnic minority members’ career develop-
ment (Hackett & Lent, 1992); developmental-contextualist views
on career behavior (Vondracek, Lerner, & Schulenberg, 1986); and
findings from behavior genetics, personality, and social psychology
(Ajzen, 1988; Moloney, Bouchard, & Segal, 1991; Watson & Clark,
1984). In order to produce a cohesive framework, we tried to embed
these diverse influences within the fabric of general social cognitive
theory.
SOCIAL COGNITIVE CAREER THEORY 259