Testing a Social Cognitive Model of Well-Being With Women Engineers

2017 ◽  
Vol 27 (2) ◽  
pp. 246-261 ◽  
Author(s):  
Hang-Shim Lee ◽  
Lisa Y. Flores
Keyword(s):  
Job Satisfaction ◽  
Life Satisfaction ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Model ◽  
Well Being ◽  
Work Conditions ◽  
Women Engineers ◽  
Goal Progress ◽  
Social Cognitive Model

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.

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

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.

Social-Cognitive Predictors of Iranian College Students’ Academic Well-Being

2019 ◽  
Vol 47 (5) ◽  
pp. 579-591
Author(s):  
Ahmad Sadeghi ◽  
Fatemeh Mahdavi
Keyword(s):  
Path Analysis ◽  
Personality Traits ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Model ◽  
Well Being ◽  
Goal Progress ◽  
Academic Satisfaction ◽  
Social Cognitive Model ◽  
Iranian Students

The purpose of this study was to examine the application of Lent and Brown’s social-cognitive model in predicting academic well-being of Iranian students. A total of 400 undergraduate students (252 female students and 148 male students) completed the measures of academic satisfaction, self-efficacy, environmental support, goal progress, and personality traits. Path analysis indicated that the modified social-cognitive model provided good fit to the data and accounted for substantial portion of the variance in academic satisfaction. The results of path analysis showed that self-efficacy, goal progress, environmental supports, and resources both directly and indirectly had relationship with academic well-being. It was revealed that only one of the personality traits (conscientiousness) had a direct and significant correlation with students’ academic well-being. However, neuroticism, conscientiousness, and extroversion had indirect and significant correlations with academic well-being through self-efficacy, environmental supports, and resources. According to the obtained findings, this research supported the role of social-cognitive variables in the academic well-being of Iranian students.

Cross-Sectional and Longitudinal Tests of Social Cognitive Model of Well-Being in Korean College Students

2021 ◽  
pp. 106907272110261
Author(s):  
Eun Sul Lee ◽  
Yun-Jeong Shin
Keyword(s):  
Life Satisfaction ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Model ◽  
Outcome Expectations ◽  
Well Being ◽  
Cross Sectional ◽  
Goal Progress ◽  
Environmental Support ◽  
Korean College Students

This study examined the cross-cultural utility of a modified social cognitive model of academic and life satisfaction (Lent & Brown, 2008) by adding independent and interdependent self-construals with Korean college students in a cross-sectional (Study 1) and a longitudinal design (Study 2). In Study 1, 604 participants completed measures of academic self-efficacy, outcome expectations, goal progress, environmental support, positive affect, academic satisfaction, life satisfaction, and self-construals. In Study 2, 171 participants completed the same measures at two time points with a 15-week interval. Results of Study 1 indicated that the modified model provided a good fit to the data and that 21 out of 25 of the hypothesized paths were significant. In Study 2, the bidirectional model, which included three theorized sets of reciprocal relations (i.e., academic satisfaction to life satisfaction, positive affect to both environmental support and self-efficacy, and self-efficacy to both outcome expectations and goal progress) demonstrated an optimal fit to the data. Overall, the findings of the present study provide evidence for the validity of the modified social cognitive well-being model in Korean populations.

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

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.

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

2016 ◽  
Vol 25 (1) ◽  
pp. 135-143 ◽  
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.

scholarly journals Career Decision, Work Adjustment, and Person–Job Fit of Adolescents: Moderating Effects of Parental Support

2021 ◽  
pp. 089484532199596
Author(s):  
Markus P. Neuenschwander ◽  
Jan Hofmann
Keyword(s):  
Parental Support ◽  
Self Efficacy ◽  
Structural Equation ◽  
Social Cognitive ◽  
Structural Equation Models ◽  
Cognitive Model ◽  
Career Decision ◽  
Work Conditions ◽  
Job Fit ◽  
The Social

We applied the social cognitive model of work satisfaction to the transition from lower secondary education to work in Switzerland and combined career decision and adjustment to work. The model assumes that self-efficacy affects career decision outcomes and adjustment after transition to work. Self-efficacy interacts with parental support during career decision making. We tested the model using a longitudinal sample of 603 adolescents who filled out questionnaires in seventh grade, ninth grade, and 1 year after starting work. Structural equation models showed that parental support weakens the effect of self-efficacy on anticipated person–job fit and expectations of work conditions (moderation). Expectations of work conditions and a company’s support help newcomers to attain a high perceived person–job fit. These findings have several implications on how to support adolescents’ school-to-work transition.

The Joint Roles of Career Decision Self-Efficacy and Personality Traits in the Prediction of Career Decidedness and Decisional Difficulty

2018 ◽  
Vol 27 (3) ◽  
pp. 457-470 ◽  
Author(s):  
Lee T. Penn ◽  
Robert W. Lent
Keyword(s):  
Decision Making ◽  
Personality Traits ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Model ◽  
Career Decision ◽  
Future Research ◽  
Career Decision Making ◽  
The Social ◽  
Social Cognitive Model

We examined the differential roles that career decision-making self-efficacy and the Big Five traits of neuroticism, extroversion, and conscientiousness may play in relation to career decision status and decisional difficulty. Following assumptions of the social cognitive model of career self-management, we hypothesized that the relations of the personality traits to level of decidedness and choice/commitment anxiety (CCA), a key source of indecision, would be mediated by self-efficacy. We also examined the possibility that the traits could function to moderate the relation of self-efficacy to the dependent variables. Employing a sample of 182 undergraduates, we found support for a mediational model in which each of the personality traits relates to self-efficacy which, in turn, predicts CCA and decidedness. In addition, conscientiousness was found to moderate the relation of career decision-making self-efficacy to CCA, and extroversion moderated the relation of self-efficacy to decidedness. We consider the findings in relation to the social cognitive model and discuss their implications for future research and career decision-making interventions.

A Social-Cognitive Model of Consumer Well-Being

2016 ◽  
Vol 19 (3) ◽  
pp. 307-321 ◽  
Author(s):  
Chuanyi Tang ◽  
Lin Guo ◽  
Mahesh Gopinath
Keyword(s):  
Social Cognitive ◽  
Cognitive Model ◽  
Well Being ◽  
Social Cognitive Model

scholarly journals Characterization of Basic Education Teachers Based on the Social Cognitive Model of Job Satisfaction

2018 ◽  
Vol 28 (0) ◽  
Author(s):  
Maély Ferreira Holanda Ramos ◽  
Fernando Augusto Ramos Pontes ◽  
Simone Souza da Costa Silva ◽  
Edson Marcos Leal Ramos ◽  
Daniela Couto Guerreiro Casanova ◽  
...  
Keyword(s):  
Job Satisfaction ◽  
Collective Efficacy ◽  
School Environment ◽  
Social Cognitive ◽  
Basic Education ◽  
School Context ◽  
Cognitive Model ◽  
Quantitative Research Methods ◽  
The Social ◽  
Social Cognitive Model

Abstract Teachers’ job satisfaction and the factors that contribute to it are important in the school context as theycanaffect teachers’ motivation and performance. This study aims to identify the dimensions associated with the degree of satisfaction amongbasic education teachers based on the Social Cognitive Model of Teacher Job Satisfaction and the degree of collective teacher efficacy. This study applied quantitative research methods to a sample of 495 basic education teachers within a network of private schools in three Brazilian states. The results indicate that positive affect and life satisfaction were the factors most strongly associated with job satisfaction. There was no association between efficacy beliefs (self-efficacy and collective efficacy) and job satisfaction. Elementary school teachers had the most negative perceptions of teaching. Specific aspectsof the school environment, such as a lack of student discipline, may have contributed to this result.

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