Social Cognitive Career Theory and Middle School Student Career Exploration

Within the framework of social cognitive career theory, social cognitive career variables, demographic variables, and the contextual variable, parent support, were examined to determine their predictive value for eighth-grade students' career exploration behavior. Results suggest that the social cognitive career variable, intentions/goals, and the contextual variable, parent support, are significant predictors. The implications of these results and recommendations for implementation in accordance with the American School Counselor Association (ASCA; 2012) National Model includes facilitating parent involvement in the career domain of the middle school counseling program, increasing an interdisciplinary focus on the goal-setting process, and advocating for development of career skills as an equal partner to academic preparation.