期刊
JOURNAL OF CAREER ASSESSMENT
卷 15, 期 1, 页码 87-97出版社
SAGE PUBLICATIONS INC
DOI: 10.1177/1069072706294518
关键词
academic satisfaction; environmental supports; goal progress; outcome expectations; self-efficacy
Lent (2004) posited a model of domain-specific and overall life satisfaction in which social-cognitive variables (self-efficacy, outcome expectations, environmental supports, and perceived goal progress) play key roles. In this study, the authors examined the relation of these variables to academic satisfaction. Participants were 153 engineering students. Results of structural equation modeling analyses indicated that the social-cognitive model fit the data well overall and that each of the predictors, except for outcome expectations, explained unique variation in students' academic satisfaction. The authors consider the implications of the findings for further research and practice on academic and work satisfaction.
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