<p>Drawing on social cognitive career theory, we investigated the paths between dimensions of social support and academic self-efficacy, outcome expectations, and persistence intentions (i.e., indicator of choice goals) among students from a variety of disciplines. Scores on scales measuring these variables were analyzed using structural equations. Results confirmed expected paths among self-efficacy, outcome expectations, and persistence intentions. They also revealed significant paths between three dimensions of social support (social support from family, social integration, and reassurance of worth) and other variables in the hypothetical model. Findings are discussed with reference to previous studies and in terms of their practical implications.</p>