Baessler, J., y Schwarzer, R. (1996). Evaluación de la autoeficacia: adaptación española de la Escala de Autoeficacia. Ansiedad y Estrés, 2(1), 1–8.

Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory. Prentice-Hall.

Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman.

Bennett, D., Bawa, S., & Ananthram, S. (2021). Gendered differences in perceived employa-bility among higher education students in STEM and non-STEM disci-plines. Perspectives: Policy and Practice in Higher Education, 25(3), 84-90. https://doi.org/10.1080/13603108.2020.1871090

Breda, T., Grenet, J., Monnet, M., & Van Effenterre, C. (2023). How Effective are Female Role Models in Steering Girls towards STEM? Evidence from French High Schools. Economic Journal, 133, 1773–1809 https://doi.org/10.1093/ej/uead019

Castaño, C. (1983). Psicología y Orientación Vocacional. Morata.

Chao, S. (2020). The relationship among self-identity, perceived career barriers, social sup-port, career decision self-efficacy and outcome expectations of college students with dis-abilities [Doctoral dissertation, Southern Illinois University Carbondale]. Open SIUC. https://opensiuc.lib.siu.edu/dissertations/1830/

Decreto 8/2020, de 30 de enero, por el que se regulan los órganos de ética asistencial y de la investigación biomédica en Andalucía. Boletín Oficial de la Junta de Andalucía, 24, de 5 de febrero de 2020. https://www.juntadeandalucia.es/boja/2020/24/BOJA20-024-00281.pdf

Fernández-Batanero, J. M., Román, P., Montenegro, M., y Fernández, J. (2021). El impacto de las TIC en el alumnado con discapacidad en la Educación Superior. Una revisión sis-temática (2010-2020). EDMETIC: Revista de Educación Mediática y Tecnología Edu-cativa, 10 (2), 81-105. https://doi.org/10.21071/edmetic.v10i2.13362

Frazier, R. (2022). Exploring the Role of Epistemic Cognition and Self-Efficacy in the Career Decision-Making Processes of College Students: An Explanatory Sequential Study [Doctoral dissertation, University of Nevada]. ProQuest Dissertations Publishing https://www.proquest.com/docview/2864814940?pq-origsite=gscholar&fromopenview=true&sourcetype=Dissertations%20&%20Theses

Fundación Universia (2021). V Estudio sobre universidad y discapacidad. Portal Fundación Universia. https://www.fundacionuniversia.net/content/dam/fundacionuniversia/pdf/estudios/V%20Estudio%20Universidad%20y%20Discapacidad%202019-2020%20%20(Accesible).pdf

Fundación Universia (2023). VI Estudio sobre universidad y discapacidad. Portal Fundación Universia. https://www.fundacionuniversia.net/content/dam/fundacionuniversia/pdf/VI%20Estudio%20Universidad%20y%20Discapacidad%20ACCESIBLE.pdf

García, M.A. (2017). Conducta vocacional de titulados universitarios con discapacidad activos laboralmente y su relación con la inserción y satisfacción laboral [Tesis de doctorado no publicada, Universidad de Almería].

Giust, A. M. (2020). A Proposed Social Cognitive Career Development Model for Adults with Intellectual Disabilities [Doctoral dissertation, Florida International University]. FIU Repository. https://digitalcommons.fiu.edu/cgi/viewcontent.cgi?article=5956&context=etd

González-Badía, J., Cazorla, B., y Gutiérrez, N. (2022). Las personas con discapacidad en el sistema universitario andaluz. Consejería de Igualdad, Políticas sociales y Conciliación. https://www.juntadeandalucia.es/sites/default/files/2022-05/Informe%20Discapacidad%20Universidad_Web.pdf

Hackett, G., & Betz, N. E. (1981). A self-efficacy approach to the career development of women. Journal of Vocational Behavior, 18, 326-336. https://doi.org/10.1016/0001-8791(81)90019-1

Hackett, G., & Betz, N. E. (1995). Self-efficacy and career choice and development. In J. E. Maddux (Ed.), Self-efficacy, adaptation, and adjustment: Theory research, and applica-tion (pp. 249-280). Plenum.

Hatane, S. E., Setiono, F. J., Setiawan, F. F., Semuel, H., & Mangoting, Y. (2021). Learning environment, students' attitude and intention to enhance current knowledge in the con-text of choosing accounting career. Journal of Applied Research in Higher Educa-tion, 13(1), 79-97. https://doi.org/10.1108/JARHE-06-2019-0156

Hen, M., & Goroshit, M. (2014). Academic procrastination, emotional intelligence, academic self-efficacy, and GPA: A comparison between students with and without learning disabilities. Journal of Learning Disabilities, 47(2), 116–124. https://doi.org/10.1177/0022219412439325

Hitchings, W.E., Johnson, K.K., Luzzo, D.A, Retish, P., Hinz, C., & Hake, J. (2010). Identi-fying the career development needs of community college students with and without learning disabilities. Journal of Applied Research in the Community College, 18(1), 22-29.

Jiménez-Millán, A., y García-Cano, M. (2020). Universidades inclusivas de papel. Análisis comparativo de la normativa de discapacidad de las Universidades Públicas Andalu-zas. New Trends in Qualitative Research, 2, 767-775. https://doi.org/10.36367/ntqr.2.2020.767-775

Lent, R. W. (2004). Toward a unifying theoretical and practical perspective on well-being and psychosocial adjustment. Journal of Counseling Psychology, 51 (4), 482-509. https://doi.org/10.1037/0022-0167.51.4.482

Lent, R. W. (2020). Career development and counseling: a social cognitive framework. In S. D. Brown & R. W. Lent (Eds.). Career development and counseling: Puttingthory and research to work (pp 129-164). Hoboken.

Lent, R. W., & Brown, S. D. (2013). Social cognitive model of career self-management: To-ward a unifying view of adaptive career behavior across the life span. Journal of Coun-seling Psychology, 60(4), 557–568. https://doi.org/10.1037/a0033446

Lent, R. W., Brown, S. D., & Hackett, G. (1994). Toward a unifying social cognitive theory of career and academic interest, choice, and performance. Journal of Vocational Be-havior, 45(1), 79–122. https://doi.org/10.1006/jvbe.1994.1027

Lent, R. W., Brown, S. D., & Hackett, G. (2000). Contextual supports and barriers to career choice: A social cognitive analysis. Journal of Counseling Psychology, 47(1), 36-49. https://doi.org/10.1037/0022-0167.47 .1.36

Lent, R. W., Morrison, A., & Ezeofor, I. (2014). The career development of people with disa-bilities: A social cognitive perspective. In D.R. Strauser (Ed.), Career development, employment, and disability in rehabilitation: From theory to practice (pp. 113-124). Springer.

Lent, R. W., Sheu, H.-B., Miller, M. J., Cusick, M. E., Penn, L. T., & Truong, N. N. (2018). Predictors of science, technology, engineering, and mathematics choice options: A me-ta-analytic path analysis of the social–cognitive choice model by gender and race/ethnicity. Journal of Counseling Psychology, 65(1), 17-35. https://doi.org/10.1037/ cou0000243

Lent, R. W., Singley, D., Sheu, H., Gainor, K., Brenner, B. R., Treistman, D., & Ades, L. (2005). Social cognitive predictors of domain and life satisfaction: Exploring the theo-retical precursors of subjective well-being. Journal of Counseling Psychology, 52, 429-442. https://doi:10.1037/0022-0167.52.3.429

Ley 12/2011, de 16 de diciembre, de modificación de la Ley Andaluza de Universidades. Boletín Oficial de la Junta de Andalucía, 251, de 27 de diciembre de 2011. https://www.juntadeandalucia.es/boja/2011/251/1

Ley 4/2017, de 25 de septiembre, de los Derechos y la Atención a las Personas con Discapaci-dad en Andalucía. Boletín Oficial de la Junta de Andalucía, 191, de 4 de octubre de 20217. https://www.juntadeandalucia.es/boja/2017/191/1

Ley Orgánica 2/2023, de 22 de marzo, del Sistema Universitario. Boletín Oficial del Estado, 70, del 23 de marzo de 2023. https://www.boe.es/eli/es/lo/2023/03/22/2/con

Ley Orgánica 3/2018, de 5 de diciembre, de Protección de Datos Personales y garantía de los derechos digitales. Boletín Oficial del Estado, 294, de 6 de diciembre de 2018. https://www.boe.es/eli/es/lo/2018/12/05/3/con

Liguori, E., Winkler, C., Vanevenhoven, J., Winkel, D., & James, M. (2020). Entrepreneurship as a career choice: intentions, attitudes, and outcome expectations. Journal of Small Business & Entrepreneurship, 32(4), 311-331. https://doi.org/10.1080/08276331.2019.1600857

Liu, S., Lu, A., Chen, X., Zhang, M., Liu, C., & Li, M. (2023). The relationship between self-consciousness and career decision-making self-efficacy in disabled and non-disabled people: Two moderated mediation models. Psihologija, 56(1), 63-88. https://doi.org/10.2298/PSI210403014L

Luo, T., So, W. W. M., Wan, Z. H., & Li, W. C. (2021). STEM stereotypes predict students’ STEM career interest via self-efficacy and outcome expectations. International Journal of STEM Education, 8, 1-13. https://doi.org/10.1186/s40594-021-00295-y

Luzzo, D. A., Hitchings, W. E., Retish, P., & Shoemaker, A. (1999). Evaluating differences in college students' career decision making on the basis of disability status. The Career Development Quarterly, 48(2), 142–156. https://doi.org/10.1002/j.2161-0045.1999.tb00281.x

Martínez-Vicente, J.M., y Rocabert, E. (2014). Desarrollo vocacional y preparación para la carrera profesional en estudiantes universitarios. International Journal of Developmen-tal and Educational Psychology, 5(1), 405-416 https://doi.org/10.17060/ijodaep.2014.n1.v5.700

Min, M. (2023). School culture, self-efficacy, outcome expectation, and teacher agency to-ward reform with curricular autonomy in South Korea: A social cognitive ap-proach. Asia Pacific Journal of Education, 43(4), 951-967. https://doi.org/10.1080/02188791.2019.1626218

Ministerio de Universidades (2023). Datos y cifras del sistema universitario español. Publica-ción 2022-2023. https://www.universidades.gob.es/wp-content/uploads/2023/04/DyC_2023_web_v2.pdf

Nájera, J., Salazar, M. L., Vacío, M. A., y Morales, S. (2020). Evaluación de la autoeficacia, expectativas y metas académicas asociadas al rendimiento escolar. Revista de Investi-gaci-ón Educativa, 38(2), 435–452. https://doi.org/10.6018/rie.350421

Observatorio Estatal de la Discapacidad (2023). Informe Olivenza 2023. https://www.observatoriodeladiscapacidad.info/wp-content/uploads/INFORME-OLIVENZA-2023.pdf

O´Neil, J. M., Ohlde, C., Tollefson, N., Barke, C., Piggott, T. & Watts, D. (1980). Factors, correlates and problem areas affecting career decision making of a cross-sectional sam-ple of students. Journal of Counseling Psychology, 6, 571-580.

Pham, Y. K., Hirano, K. A., Lindstrom, L., & DeGarmo, D. S. (2020). Future Aspirations of Young Women With Disabilities: An Examination of Social Cognitive Career Theory. Career Development and Transition for Exceptional Individuals, 43(3), 169–179. https://doi.org/10.1177/2165143420920168

Reglamento (UE) 2016/679 del Parlamento Europeo y del Consejo, de 27 de abril de 2016, relativo a la protección de las personas físicas en lo que respecta al tratamiento de datos personales y a la libre circulación de estos datos y por el que se deroga la Directi-va 95/46/CE (Reglamento general de protección de datos). Diario Oficial de la Unión Europea, L119/1, de 27 de abril de 2016. https://eur-lex.europa.eu/legal-content/ES/TXT/?uri=celex%3A32016R0679

Rocabert, E. (1995). Historia personal. En F. Rivas (Ed.). Manual de asesoramiento y ori-entación vocacional (pp. 201-236). Síntesis.

Rocabert, E., Descals, A., y Gómez, A. (2007). Los biodatos como indicadores de la conducta vocacional universitaria: Elaboración de un instrumento de evaluación. Electronic Journal of Research in Educational Psychology, 5(1), 15-35.

Sheu, H. B., & Bordon, J. J. (2017). SCCT research in the international context: Empirical evidence, future directions, and practical implications. Journal of Career Assessment, 25(1), 58–74. https://doi.org/10.1177/1069072716657826

Sheu, H.B., Lent, R. W., Lui, A. M., Wang, X. T., Phrasavath, L., Cho, H.-J., & Morris, T. R. (2020). Meta-analytic path analysis of the social cognitive well-being model: Applica-bility across life domain, gender, race/ethnicity, and nationality. Journal of Counseling Psychology, 67(6), 680–696. https://doi.org/10.1037/cou0000431

Sheu, H.B., Lent, R. W., Miller, M. J., Penn, L. T., Cusick, M. E., & Truong, N. N. (2018). Sources of self-efficacy and outcome expectations in science, technology, engineering, and mathematics domains: A meta-analysis. Journal of Vocational Behavior, 109, 118–136. https://doi.org/10.1016/j.jvb.2018.10.003

Walker, Q.D. (2010). An investigation of the relationship between career maturity, career deci-sion self-efficacy, and self-advocacy of college students with and without disabilities [Doctoral dissertation, University of Iowa]. Iowa Research Online https://iro.uiowa.edu/view/pdfCoverPage?instCode=01IOWA_INST&filePid=13730809330002771&download=true

Yiming, Y., Shi, B., Kayani, S., Kayani, S., & Biasutti, M. (2024). Examining the relationship between self-efficacy, career development, and subjective wellbeing in physical educa-tion students. Scientific Reports, 14. https://doi.org/10.1038/s41598-024-59238-6

Young, A., Espinoza, F., Dodds, C., Squires, G., Rogers, K., Chilton, H., & O’Neill, R. (2023). Introducing the READY study: DHH young people’s well-being and self-determination. Journal of Deaf Studies and Deaf Education, 28(3), 267-279. https://doi.org/10.1093/deafed/enad002

Zalazar-Jaime, M. F., y Cupani, M. (2018). Adaptación de las escalas de expectativas de re-sultado, metas de progreso y satisfacción académica en estudiantes universitari-os. Revista electrónica de investigación educativa, 20(3), 105-114. https://doi.org/10.24320/redie.2018.20.3.1675