Relation of social-cognitive factors to academic satisfaction in engineering students
Relation of social-cognitive factors to academic satisfaction in engineering students
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DOI：
10.1177/1069072706294518
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发表时间：
2007-02-01
影响因子：
3.2
通讯作者：
Schmidt, Linda C.
中科院分区：
文献类型：
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作者：
Lent, Robert W.;Singley, Daniel;Schmidt, Linda C.
Lent（2004）提出了一个特定领域和整体生活满意度的模型，其中社会认知变量（自我效能，结果期望，环境支持和感知目标进展）起着关键作用。在这项研究中，作者研究了这些变量与学术满意度的关系。参与者是153名工程专业的学生。结构方程模型分析的结果表明，社会认知模型拟合数据以及整体和每个预测，除了结果的期望，解释独特的变化，学生的学业满意度。作者认为，进一步的研究和实践的学术和工作满意度的结果的影响。
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.