Which learning theory is best represented by a career guidance initiative that focuses on self-efficacy and outcome expectations?

The career guidance initiative that emphasizes self-efficacy and outcome expectations is best represented by social cognitive theory. This theory posits that learning occurs in a social context and that individuals are influenced by their personal beliefs, particularly their confidence in their abilities, known as self-efficacy.

In this context, self-efficacy refers to an individual's belief in their capacity to successfully perform tasks and achieve specific goals. When students or clients enhance their self-efficacy, they are more likely to pursue and attain career goals. Outcome expectations are also critical in social cognitive theory, as individuals make decisions based on anticipated consequences and the likelihood of achieving desired outcomes.

This focus on self-belief and expectation is pivotal in career guidance initiatives, as it helps individuals to visualize themselves in various roles and encourages them to actively pursue those paths. In contrast, the other theories mentioned have different focal points; for instance, the zone of proximal development relates to learning in the context of a mentor or peer support, information processing focuses on how information is encoded and recalled, and transformative learning involves deep, structural shifts in the way individuals understand themselves and their world.