The main emphasis of school-to-work transition programs has been on having students with disabilities develop meaningful life and work skills. Typically, transition curriculums have focused on providing skill training in the following three areas: (1) employment skills; (2) independent living skills; and (3) social skills. However, with the primary emphasis of transition curriculum being placed on skill development, little attention has been given to the psychological factors that may be important to the success of transitioning individuals from school to work. The purpose of this article is to provide rehabilitation counselors with the necessary information and strategies to integrate Bandura's theory of self-efficacy into the transition curriculum. Specifically, this article will focus on how Bandura's four sources of efficacy information (performance accomplishments, vicarious experiences, verbal persuasion, and emotional arousal) can be used to increase the successful participation, persistence, and motivation of students with disabilities in transitioning from school to work.
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