Garriott Patton O, Hudyma Aaron, Keene Chesleigh, Santiago Dana
Department of School and Counseling Psychology, University of Denver.
J Couns Psychol. 2015 Apr;62(2):253-63. doi: 10.1037/cou0000066. Epub 2015 Mar 2.
The present study tested Lent's (2004) social-cognitive model of normative well-being in a sample (N = 414) of first- and non-first-generation college students. A model depicting relationships between: positive affect, environmental supports, college self-efficacy, college outcome expectations, academic progress, academic satisfaction, and life satisfaction was examined using structural equation modeling. The moderating roles of perceived importance of attending college and intrinsic goal motivation were also explored. Results suggested the hypothesized model provided an adequate fit to the data while hypothesized relationships in the model were partially supported. Environmental supports predicted college self-efficacy, college outcome expectations, and academic satisfaction. Furthermore, college self-efficacy predicted academic progress while college outcome expectations predicted academic satisfaction. Academic satisfaction, but not academic progress predicted life satisfaction. The structural model explained 44% of the variance in academic progress, 56% of the variance in academic satisfaction, and 28% of the variance in life satisfaction. Mediation analyses indicated several significant indirect effects between variables in the model while moderation analyses revealed a 3-way interaction between academic satisfaction, intrinsic motivation for attending college, and first-generation college student status on life satisfaction. Results are discussed in terms of applying the normative model of well-being to promote first- and non-first-generation college students' academic and life satisfaction.
本研究在一个由第一代和非第一代大学生组成的样本（N = 414）中，对伦特（2004）的规范幸福感社会认知模型进行了测试。使用结构方程模型检验了一个描绘积极情感、环境支持、大学自我效能感、大学结果期望、学业进步、学业满意度和生活满意度之间关系的模型。还探讨了上大学的感知重要性和内在目标动机的调节作用。结果表明，假设模型与数据拟合良好，而模型中的假设关系得到了部分支持。环境支持预测了大学自我效能感、大学结果期望和学业满意度。此外，大学自我效能感预测了学业进步，而大学结果期望预测了学业满意度。学业满意度而非学业进步预测了生活满意度。结构模型解释了学业进步方差的44%、学业满意度方差的56%和生活满意度方差的28%。中介分析表明模型中的变量之间存在几个显著的间接效应，而调节分析揭示了学业满意度、上大学的内在动机和第一代大学生身份对生活满意度的三向交互作用。从应用幸福感规范模型促进第一代和非第一代大学生的学业和生活满意度的角度对结果进行了讨论。
