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Garriott PO, Hudyma A, Keene C, et al. Social cognitive predictors of first- and non-first-generation college students' academic and life satisfaction. J Couns Psychol. 2015;62(2):253-63doi: 10.1037/cou0000066.
Garriott, P. O., Hudyma, A., Keene, C., & Santiago, D. (2015). Social cognitive predictors of first- and non-first-generation college students' academic and life satisfaction. Journal of counseling psychology, 62(2), 253-63. https://doi.org/10.1037/cou0000066
Garriott, Patton O, et al. "Social cognitive predictors of first- and non-first-generation college students' academic and life satisfaction." Journal of counseling psychology vol. 62,2 (2015): 253-63. doi: https://doi.org/10.1037/cou0000066
Garriott PO, Hudyma A, Keene C, Santiago D. Social cognitive predictors of first- and non-first-generation college students' academic and life satisfaction. J Couns Psychol. 2015 Apr;62(2):253-63. doi: 10.1037/cou0000066. Epub 2015 Mar 02. PMID: 25730170.
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J Couns Psychol. 2015 Apr;62(2):253-63. doi: 10.1037/cou0000066. Epub 2015 Mar 02.

Social cognitive predictors of first- and non-first-generation college students' academic and life satisfaction.

Journal of counseling psychology

Patton O Garriott, Aaron Hudyma, Chesleigh Keene, Dana Santiago

Affiliations

  1. Department of School and Counseling Psychology, University of Denver.

PMID: 25730170 DOI: 10.1037/cou0000066

Abstract

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.

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