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dc.contributor.authorLee, Minwook
dc.date.accessioned2014-03-04T21:13:15Z
dc.date.available2014-03-04T21:13:15Z
dc.date.issued2013-08
dc.identifier.otherlee_minwook_201308_phd
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/lee_minwook_201308_phd
dc.identifier.urihttp://hdl.handle.net/10724/29100
dc.description.abstractThis study is the first to test the validity of Lent’s (2004) social cognitive model of well-being with a sample of Korean Meister high school students. The participants were 720 seniors who were majoring in mechanical engineering. Structural equation modeling was used to test the fit of the hypothesized models to the data. Findings of the current study generally supported and extended the utility and validity of the hypothesized model of well-being in a culturally different context. Life and academic satisfaction were associated with social cognitive variables and personality traits. The predictors accounted for 60.5% of the variance in academic satisfaction and for 50.5% of the variance in life satisfaction. Meister high school students’ life satisfaction was predicted by personality traits, academic satisfaction, and goal progress. Academic satisfaction was predicted directly by goal progress, outcome expectations, and environmental supports. That is, Meister high school students were likely to report satisfaction with their academic experience when they received support from teachers, parents, and friends for pursuing and studying their majors, expected positive outcomes after graduation, and progressed toward their academic goals. Contrary to expectations, academic self-efficacy and personality traits did not explain significant unique variations in academic satisfaction. Cultural differences may explain the lack of interaction among academic self-efficacy, personality traits, and academic satisfaction. In addition, the strongest direct effect of environmental support to academic satisfaction in the current study may be consistent with this unique cultural feature in which family and social obligations, relationships with others, and meeting social norms and expectations are primary sources of individual satisfaction.
dc.languageeng
dc.publisheruga
dc.rightspublic
dc.subjectAcademic and life satisfaction
dc.subjectMeister high school students
dc.subjectKorean vocational education
dc.subjectSocial cognitive career theory
dc.subjectSocial cognitive model of well-being
dc.subjectWell-bing
dc.titleSocial cognitive factors of academic and life satisfaction in Meister high school students in South Korea
dc.typeDissertation
dc.description.degreePhD
dc.description.departmentWorkforce Education, Leadership, and Social Foundations
dc.description.majorWorkforce Education
dc.description.advisorJay Rojewski
dc.description.committeeJay Rojewski
dc.description.committeeRobert Wicklein
dc.description.committeeElaine Adams


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