Relation of Social-Cognitive Factors to Academic Satisfaction in Engineering Students

Autor/inn/en	Lent, Robert W.; Singley, Daniel; Sheu, Hung-Bin; Schmidt, Janet A.; Schmidt, Linda C.
Titel	Relation of Social-Cognitive Factors to Academic Satisfaction in Engineering Students
Quelle	In: Journal of Career Assessment, 15 (2007) 1, S.87-97 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1069-0727
DOI	10.1177/1069072706294518
Schlagwörter	Structural Equation Models; Self Efficacy; Life Satisfaction; Job Satisfaction; Engineering; Academic Achievement; Goodness of Fit; Predictor Variables; Expectation; Correlation; Social Cognition; Participant Satisfaction + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Lebensvollendung; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Maschinenbau; Schulleistung; Prädiktor; Expectancy; Erwartung; Korrelation; Soziale Kognition
Abstract	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. (Contains 2 figures and 1 table.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10