Longitudinal Test of a Social Cognitive Model of Academic and Life Satisfaction

The present study tests the utility of the Social Cognitive Model of Well-Being (SCWB) in the context of work, with a sample of 348 women engineers. Using structural equation modeling, we examined the relations of positive affect, self-efficacy, work conditions, goal progress, and environmental supports and barriers that were assumed to account for job satisfaction and life satisfaction of women engineers. Overall, the model provided a good fit to the data, and SCWB predictors accounted for a significant amount of variance in job satisfaction (63%) and life satisfaction (54%) with our sample of women engineers. As expected, most paths of the SCWB model were significant; however, we also found nonsignificant relations among variables in the model. In particular, goal progress did not play a critical role in the present study. In addition, we examined the indirect effects of environmental variables (e.g., supports and barriers) on job satisfaction via sociocognitive variables (e.g., self-efficacy and perceived work conditions) in the engineering work domain. Implications for practice, theory, and future vocational and organizational research in engineering are discussed.

Download Full-text

The Role of Calling in a Social Cognitive Model of Well-Being

Journal of Career Assessment ◽

10.1177/1069072719825777 ◽

2019 ◽

Vol 28 (1) ◽

pp. 59-75

Author(s):

Hang-Shim Lee ◽

Eun Sul Lee ◽

Yun-Jeong Shin

Keyword(s):

Job Satisfaction ◽

Life Satisfaction ◽

Self Efficacy ◽

Social Cognitive ◽

Cognitive Model ◽

Outcome Expectations ◽

Well Being ◽

Efficacy Outcome ◽

Social Cognitive Model

The present study examined the role of calling in a social cognitive model of well-being using a sample of 328 South Korean teachers. The model incorporating calling into the social cognitive model of well-being demonstrated an excellent fit, and our variables accounted for significant variance in job satisfaction (47%) and life satisfaction (38%). Among the 12 direct paths of the proposed model, 10 hypothesized paths were significant. The direct paths from positive affect to calling, self-efficacy, job satisfaction, and life satisfaction; from calling to self-efficacy, outcome expectations, and life satisfaction; from self-efficacy to outcome expectations; from outcome expectations to job satisfaction; and from job satisfaction to life satisfaction were significant. Additionally, the mediating paths between positive affect and life satisfaction via calling, self-efficacy, outcome expectations, and job satisfaction were significant. The practical implications for enhancing teachers’ job and life satisfaction and future directions of research were discussed.

Download Full-text

Test of the Social Cognitive Model of Well-Being in Spanish College Students

Journal of Career Assessment ◽

10.1177/1069072716657821 ◽

2016 ◽

Vol 25 (1) ◽

pp. 135-143 ◽

Cited By ~ 16

Author(s):

Robert W. Lent ◽

Maria do Céu Taveira ◽

Pilar Figuera ◽

Immaculada Dorio ◽

Susana Faria ◽

...

Keyword(s):

College Students ◽

Life Satisfaction ◽

Positive Affect ◽

Social Cognitive ◽

Cognitive Model ◽

Well Being ◽

Academic Stress ◽

Environmental Support ◽

The Social ◽

Social Cognitive Model

The social cognitive model of well-being was tested in a sample of 373 college students in Spain. Participants completed measures of academic self-efficacy, environmental support, goal progress, academic satisfaction and stress, trait positive affect, and overall life satisfaction. A path analysis indicated that the model fit the data well and accounted for substantial portions of the variance in academic domain satisfaction, academic stress, and life satisfaction, though a few path coefficients (e.g., from positive affect and environmental support to academic stress) were nonsignificant. We consider the findings in relation to prior tests of the well-being model and discuss implications for practice and future research.

Download Full-text

The job and life satisfaction of teachers: a social cognitive model integrating teachers’ burnout, self-efficacy, dispositional optimism, and social support

International Journal for Educational and Vocational Guidance ◽

10.1007/s10775-021-09516-w ◽

2022 ◽

Author(s):

Jenny Marcionetti ◽

Luciana Castelli

Keyword(s):

Social Support ◽

Job Satisfaction ◽

Life Satisfaction ◽

Self Efficacy ◽

Social Cognitive ◽

Cognitive Model ◽

Dispositional Optimism ◽

Link Type ◽

Perceived Workload ◽

Social Cognitive Model

AbstractThe purpose of the study was to test a model of factors predicting teachers’ job and life satisfaction, burnout, dispositional optimism, social support, perceived workload, and self-efficacy. The model extends Lent and Brown’s (J Voc Behav 69(2):236–247, 10.1016/j.jvb.2006.02.006, 2006; J Career Assess 16(1):6–21, 10.1177/1069072707305769, 2008) social cognitive model of the interaction of sources of job and life satisfaction. Specifically, burnout, a condition with a high incidence rate among teachers, was included. The participants were 676 Swiss teachers. Structural equation modeling was used to analyze the data. The results revealed the differential effect of the variables considered on teachers' burnout and job satisfaction, as well as their life satisfaction. Dispositional optimism, social support, and perceived workload might reduce the risk of teacher burnout; dispositional optimism, social support, and teacher self-efficacy seem to positively affect job satisfaction; and dispositional optimism alone, together with burnout and job satisfaction, directly relates to teachers’ life satisfaction. Practical implications of these results are discussed.

Download Full-text