Resources

This article presents a social cognitive framework for understanding three intricately linked aspects of career development: (a) the formation and elaboration of career-relevant interests, (b) selection of academic and career choice options, and (c) performance and persistence in educational and occupational pursuits. The framework, derived primarily from Bandura′s (1986) general social cognitive theory, emphasizes the means by which individuals exercise personal agency in the career development process, as well as extra-personal factors that enhance or constrain agency. In particular, we

Social cognitive career theory (SCCT) consists of five interrelated models. Its original models focus on the determinants of educational and occupational interest, choice, and performance (including persistence) (Lent, Brown, & Hackett, 1994). A fourth model is aimed at satisfaction and other aspects of well-being in academic and career-related settings (Lent & Brown, 2006a, 2008), and the fifth model highlights processes whereby people manage common developmental tasks and uncommon challenges across the career lifespan (Lent & Brown, 2013). Each of the models seeks to integrate relevant

Research has provided substantial information about the properties of interests, but has not provided an answer to the basic question: What are interests? Identifying the essence and origin of interests and developing precise definitions of interests have been elusive tasks. Extant theories of career development and vocational interests, that describe the function of interests, hint at but do not directly address the more fundamental question of what interests are.

People’s work possibilities and developmental trajectories are affected by many variables, including their personal attributes (e.g., interests, abilities, values), learning and socialization experiences, and the resources, opportunities, and barriers afforded by their environments. Occupational paths are forged not by any one of these forces, but rather by the complex interactions among them.

Quantum education at the K-12 levels is just getting started. Currently, the Q-12 community is focused on developing both informal and formal learning opportunities for teachers, students, and families. That encompasses new lessons, events, free access to quantum technologies, and information about careers. This site will provide information on educational resources and careers in this exciting area of STEM.

More and more young people are learning about science, technology, engineering, and mathematics (STEM) in a wide variety of afterschool, summer, and informal programs. At the same time, there has been increasing awareness of the value of such programs in sparking, sustaining, and extending interest in and understanding of STEM. To help policy makers, funders and education leaders in both school and out-of-school settings make informed decisions about how to best leverage the educational and learning resources in their community, this report identifies features of productive STEM programs in