L’efficacia delle scelte di carriera

[Autom. eng. transl.] In everyday life, it will surely happen that you come across some person who, after having made an educational or career choice, has not only not achieved what they aspired to, but has also significantly reduced their interest in certain topics or work activities. . There are many reasons that may have determined this event and, to understand them, we are helped by a model that is based on the social-cognitive theory of Albert Bandura (1986), an influential theory of cognitive and motivational processes that has been extended to study of many areas of psychosocial functioning. The application of this theory to career aims to explain four aspects relating to training and work: 1) how interests develop; 2) how choices are made; 3) how performances are achieved; 4) how satisfaction is achieved. According to social-cognitive theory, "several and important aspects of professional development are the result of learning and these, like all behaviors, come from the interactions that occur between the individual and the environment: on the one hand, people influence the contexts in in which they live and on the other these, in turn, influence their thoughts, effects and, therefore, behaviors. Furthermore, people are considered capable of carrying out operations of analysis and reflection on the events that concern them, of self-regulating their behavior and of exercising some form of control over what they find themselves and will find themselves experiencing" (Note and Soresi, 2020, page 27). In this chapter we will refer to the Social Cognitive Career Theory (SCCT), proposed by Lent, Brown and Hackett (1994, 1996) while in the next one its subsequent evolution will be presented which, by integrating personal and situational perspectives, intends to explain educational and job satisfaction (Lent and Brown, 2006).