Family influence is a key factor in many aspects of career development; however, very little research has examined the relationship between family and well-being. Drawing on social cognitive career theory, this study examined the influence of the family on college students’ academic and overall life satisfaction. The participants were 312 college students at a south Brazilian university who completed measures of family influence, along with measures of environmental supports and barriers, academic self-efficacy, goal progress, academic satisfaction, life satisfaction, and positive affect. Academic and life satisfaction were each well predicted in the model ( R 2 = .69 and .42, respectively). Results suggest that family expectations had a negative contribution in the model, and family support seemed to be very positive for academic and life satisfaction. The findings inform the practice, evidencing which family factors can booster and which can hamper college students’ academic and overall life satisfaction.

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Occupational identity is a central concept of career development, by providing a sense of direction and meaning across career development. This study aimed to examine how this concept can be associated with career processes through model formed by a set of socio-cognitive factors. The participants were 358 college students at a Brazilian university who completed measures of occupational identity, environmental supports and barriers, self-efficacy, goal progress, and academic satisfaction. Analysis indicates that the occupational identity status was partially well predicted by the combination of self-efficacy to cope with barriers, supports, academic satisfaction, and goal progress. These results highlight that students with a positive sense of competencies to deal with barriers and adequate levels of academic satisfaction would easily establish an occupational identity.

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