Well-Being of College Students in China

2016 ◽  
Vol 25 (1) ◽  
pp. 144-158 ◽  
Author(s):  
Hung-Bin Sheu ◽  
Yanfei Liu ◽  
Yue Li
Keyword(s):  
College Students ◽  
Personality Traits ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Outcome Expectations ◽  
Well Being ◽  
Goal Progress ◽  
Academic Satisfaction ◽  
Chinese College Students ◽  
Satisfaction Model

In this study, we tested a modified academic satisfaction model based on social cognitive career theory in a sample of 757 college students in China. The hypothesized model included personality traits (extraversion and emotional stability), self-construals (independence and interdependence), environmental and person-cognitive variables (supports, self-efficacy, outcome expectations, and perceived goal progress) in the academic domain, and academic and global well-being outcomes. Pathways that consisted of academic supports, self-efficacy, and goal progress partially mediated the effects of personality traits and self-construals on academic satisfaction and/or stress, which were, in turn, predictive of life satisfaction. Although Chinese students perceived outcomes of completing a college degree as favorable, such outcome expectations did not predict progress made in the academic domain. Multigroup analyses showed that the modified academic satisfaction model was applicable to both male and female college students in two major metropolitan areas—Chongqing in Southwest China and Shanghai in East China. With evidence for measurement equivalence, full structural equivalence was present by gender, whereas two of the hypothesized paths differed by location. Results of the study suggest that outreach or intervention programs, which involve gathering supports, boosting self-efficacy, and facilitating goal progress in the academic domain, are particularly beneficial for promoting the well-being of Chinese college students.

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.

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.

Cross-temporal meta-analyses on Chinese college students’ big five traits and subjective well-being during 2001 - 2016

2020 ◽  
Author(s):  
Lin Peng ◽  
siyang luo
Keyword(s):  
College Students ◽  
Personality Traits ◽  
Big Five ◽  
Satisfaction With Life ◽  
Well Being ◽  
Big Five Personality ◽  
Positive Trend ◽  
Subjective Well Being ◽  
Status Change ◽  
Chinese College Students

The past decades have witnessed the greatest economy growth and social transforms in China, which have brought about radical changes in nearly every way of people’s lives. From the psychological perspective, these changes might have also altered the inner state of individuals, such as shaping their personality generation by generation, or influencing their subjective well-being inconspicuously. In this study we investigated the birth cohort change on big five personality traits among Chinese college students during 2001-2016, and found positive trend of four out of five traits with year, moderated by GDP growth rate of each province. Study 2 focused on a similar meta-analysis on subjective well-being, and found positive changing trend of satisfaction with life and positive affect, which was moderated by subjective socioeconomic status change. Negative affect did not change obviously during the period. Finally, time-lagged correlations showed that personality traits served as antecedent predictors of well-being, instead of the other way around.

Family and Social Cognitive Predictors of Southeast Asian American College Students’ Academic Satisfaction

2017 ◽  
Vol 26 (3) ◽  
pp. 488-502 ◽  
Author(s):  
Nancy N. Truong ◽  
Matthew J. Miller
Keyword(s):  
Asian American ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Academic Support ◽  
Outcome Expectations ◽  
Southeast Asian ◽  
Academic Satisfaction ◽  
Cognitive Predictors ◽  
Intergenerational Family Conflict ◽  
Southeast Asian American

Southeast Asian Americans have unique sociopolitical histories compared to other Asian American ethnic groups in the United States. These experiences may distinctly shape their academic experiences. Given the low academic attainment rates in this population, we tested a cultural and social cognitive model of academic satisfaction with a sample of 111 Southeast Asian American college students. Specifically, we examined the degree to which intergenerational family conflict and social cognitive factors (e.g., self-efficacy) related to academic satisfaction. We found that intergenerational family conflict was negatively related to family academic support. Contrary to expectations, family academic support and self-efficacy were not directly linked to academic satisfaction, family academic support was not directly linked to self-efficacy or outcome expectations, and outcome expectations was not linked to goal progress. Other social cognitive predictors were related directly and indirectly to academic satisfaction, consistent with prior research. Limitations and implications for future research and practice are addressed.

Social-Cognitive Predictors of STEM Career Interests and Goal Persistence in College Students With Disabilities From Racial and Ethnic Minority Backgrounds

2013 ◽  
Vol 27 (4) ◽  
pp. 271-284 ◽  
Author(s):  
Elizabeth da Silva Cardoso ◽  
Alo Dutta ◽  
Chung-Yi Chiu ◽  
Ebonee T. Johnson ◽  
Madan Kundu ◽  
...  
Keyword(s):  
College Students ◽  
Ethnic Minority ◽  
Students With Disabilities ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Outcome Expectations ◽  
Underrepresented Minority ◽  
College Students With Disabilities ◽  
Stem Persistence ◽  
Racial And Ethnic Minority

Objective: To examine the relations of science, technology, engineering, and mathematics’s (STEM) self-efficacy, outcome expectations, interests, and contextual supports and barriers to STEM educational goals in college students with disabilities from racial and ethnic minority backgroundsDesign: Quantitative descriptive research design using hierarchical regression analysis (HRA)Participants: 115 underrepresented minority students with disabilities receiving services from the National Science Foundation (NSF) funded Minority-Disability (MIND) Alliance in STEM project at Hunter College, City University of New York and Southern University at Baton Rouge for the years 2008−2011.Outcome Measures: The Social-Cognitive STEM measuresResults: The HRA results indicated that gender, advanced placement (AP) classes, father’s educational level, academic milestone self-efficacy, and STEM interest were significant predictors of goal persistence in African American and Hispanic college students with disabilities. The final model accounted for 57% of the variance in STEM persistence, which is considered a large effect size.Conclusion: The research findings provide good support for the use of the social cognitive career theory (SCCT) framework to identify predictors of STEM persistence and to design academic retention services and career development interventions for college students who are underrepresented minorities with disabilities.

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