Social cognitive predictors of academic and life satisfaction: Measurement and structural equivalence across three racial/ethnic groups.

Sheu, Hung‐Bin; Mejia, Araceli; Rigali-Oiler, Marybeth; Primé, Dominic R.; Chong, Shiqin Stephanie

doi:10.1037/cou0000158

Cited by 44 publications

(44 citation statements)

References 38 publications

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“…While personality traits and self-construal variables may be stable and less amenable to change, findings of this study suggested that environmental and person-cognitive variables, such as supports and self-efficacy, may offer possible mechanisms through which mental health and student affairs professionals can intervene to help Chinese college students maintain or improve their academic well-being. These findings are consistent with those derived from students in Taiwan and Singapore (Sheu et al, 2014), Portugal (Lent et al, 2012), Angola and Mozambique (Lent et al, 2014), as well as Asian American college students in the United States (Sheu, Mejia, Rigali-Oiler, Primé, & Chong, 2016).…”

Section: Discussionsupporting

confidence: 89%

Well-Being of College Students in China

Sheu

Liu²,

2016

Journal of Career Assessment

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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.

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Section: Discussionsupporting

confidence: 89%

Well-Being of College Students in China

Sheu

Liu²,

2016

Journal of Career Assessment

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“…The correlational pattern between the FFM dimensions and the academic and sociocognitive variables of GPA, academic self-efficacy, and academic satisfaction found in the present study is consistent with findings from previous research (e.g. McIlroy et al, 2015;Poropat, 2009;Sheu et al, 2016). This supports the construct validity of the dimensions 13 13 measured in the Danish IPIP-NEO-120.…”

Section: Discussionsupporting

confidence: 92%

“…McIlroy, Poole, Ursavas, & Moriarty, 2015); and academic satisfaction is generally positively associated with Extraversion and negatively associated with Neuroticism (e.g. Sheu, Mejia, Rigali-Oiler, Primé, & Chong, 2016). A replication of this correlational pattern in the present study would support the construct validity of the dimensions measured with the Danish IPIP-NEO-120.…”

supporting

confidence: 69%

The Danish IPIP-NEO-120: A free, validated five-factor measure of personality

Vedel

Gøtzsche‐Astrup

Holm³

2018

Nordic Psychology

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This paper reports the results of a translation and validation of a Danish-language version of the IPIP-NEO-120 constructed by Johnson (2014). The IPIP-NEO-120 is a public domain 120-item inventory that measures personality constructs similar to those in the Revised NEO Personality Inventory (NEO-PI-R; Costa & McCrae, 1992). The inventory was developed to provide researchers with a free inventory with a shorter format than the earlier 300-item IPIP-NEO (Goldberg, 1999) and hence enable more researchers to include a personality measure in their research. The validation study reported in this paper was conducted to expand the IPIP-NEO-120 into the Danish context and provide Danish researchers with a free, validated personality measure based on the Five-Factor Model directly applicable to cross-national research. The psychometric properties of the Danish IPIP-NEO-120 were tested in a sample of veterinary students and graduates (N = 525) from a Danish university. The factor structure, internal consistency, and factor intercorrelations obtained in the Danish sample closely resembled those obtained in Johnson's validation of the original IPIP-NEO-120, and the results indicate that the Danish measure corresponds well to the English-language original.

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“…Academic satisfaction also reflects how successfully a program is conducted ( Albarrak et al, 2013 ), which is closely related to student retention ( Wilkins-Yel et al, 2018 ). A few studies revealed that PYD qualities positively predicted academic satisfaction, including self-efficacy, emotional competence, and conscientiousness ( Lent et al, 2007 ; van Schaick et al, 2007 ; Sheu et al, 2016 ). Also, research studies revealed that PYD attributes such as hope and optimism predicted school satisfaction ( Wilkins et al, 2014 ; Sun, 2016 ).…”

Section: Introductionmentioning

confidence: 99%

The Impact of Positive Youth Development Attributes and Life Satisfaction on Academic Well-Being: A Longitudinal Mediation Study

Shek

Chai

2020

Front. Psychol.

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While research studies revealed that positive youth development (PYD) attributes have beneficial impact on adolescent developmental outcomes, whether and how PYD qualities are related to academic well-being (such as academic stress and academic satisfaction) are unclear. Based on a longitudinal study ( N = 2,312 secondary school students; Mage = 12.54 ± 0.68; 51% female) in Hong Kong, the present study tested a longitudinal mediation model in which it was hypothesized that PYD qualities predicted life satisfaction, academic stress, and academic satisfaction, with satisfaction with life mediating the influence of PYD qualities on academic well-being. Results showed that PYD qualities positively predicted academic satisfaction but negatively predicted academic stress over time. While life satisfaction partially mediated the influence of PYD attributes on academic satisfaction, it fully mediated the influence of PYD attributes on academic stress. The present study supports the proposed conceptual model and underscores the role of PYD qualities in academic well-being through the mediation of life satisfaction.

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Social cognitive predictors of academic and life satisfaction: Measurement and structural equivalence across three racial/ethnic groups.

Cited by 44 publications

References 38 publications

Well-Being of College Students in China

Well-Being of College Students in China

The Danish IPIP-NEO-120: A free, validated five-factor measure of personality

The Impact of Positive Youth Development Attributes and Life Satisfaction on Academic Well-Being: A Longitudinal Mediation Study

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