职业使命感与免费师范生学业投入的关系:基于社会认知职业理论的视角

本研究采取社会认知职业理论为理论分析视角探讨了职业使命感对大学生学业投入的影响及内在机制。对来自436名师范生的研究样本进行回归分析结果表明:(1)职业使命感可以显著预测免费师范生的学业投入;(2)职业结果期待和职业自我效能在职业使命感与学业投入之间起到部分中介作用;(3)职业使命感还可以通过职业结果期待、职业自我效能显著预测免费师范生的职业满意度,进而预测他们的学业投入。     

政策满意度、教师支持对免费师范生职业认同的作用:从教动机的中介效应

本研究以733名免费师范生为被试,采用问卷测量法,考察师范生对免费教育政策的满意度、所感知到的教师支持,及其师范生从教动机与职业认同的特点及其相互之间的关系,并检验了从教动机在政策满意度、教师支持与职业认同之间的中介效应。结果表明：（1）师范生在政策满意度、从教动机上存在年级差异,在职业认同上存在年级和性别差异。（2）政策满意度、教师支持、从教动机与职业认同两两之间均呈显著正相关。（3）政策满意度与教师支持对职业认同的直接效应显著,从教动机在政策满意度与职业认同之间、教师支持与职业认同之间均起部分中介作用,其中从教动机对政策满意度的中介效应显著高于对教师支持的中介效应。本研究围绕这些结果进行了讨论,并提出了相应的建议和对策。     

老年人依恋对生活满意度的影响：孤独感的中介作用

选取湖北省和湖南省的六个县市的310名老年人,采用感情和社交孤独问卷(ESLS)、生活满意度量表(SWLS)和亲密关系经历量表（ECR）进行测量,运用偏差矫正百分位的非参数Bootstrap 方法探讨老年人的孤独感在依恋与生活满意度之间的中介作用。结果表明：（1）依恋的回避和焦虑两个维度均与孤独感呈显著正相关,与生活满意度呈显著负相关,孤独感与生活满意度呈显著负相关;（2）孤独感在在依恋回避与生活满意度之间起部分中介作用,在依恋焦虑与生活满意度之间起完全中介作用。     

师范生职业认同感的效能—价值双维核心模型的构建

以师范生职业认同感研究的"职业能力"和"职业价值"两大取向为基础,根据其单维评估的不足,将职业效能感和职业价值感指标联合,提出师范生职业认同感的效能—价值双维核心模型,并考察该模型在3所部属师范大学的1237名免费师范生中是否存在及其效用。研究表明:(1)模型能有效将免费师范生分组,其中低效能—低价值占31.69%、低效能—高价值占6.63%、高效能—低价值占40.01%、高效能—高价值仅占21.67%,克服了单维评估存在的高估或低估问题;(2)模型在职业认同结果(职业意志感、职业意愿与期望感)、学业满意度、总体生活满意度及未来担忧上的分组效应显著,同时拥有高职业效能感和高职业价值感的免费师范生具有最佳的职业认同感、学业满意度、总体生活满意度和最少的未来担忧。     

教师职业认同与离职意向:工作满意度的中介作用

该研究探讨教师职业认同与离职意向的关系,以及工作满意度在其中所起的中介作用.采用教师职业认同量表、教师离职意向量表和教师工作满意量表(修订版)对1281名中小学教师进行施测.结果发现:(1)教师的职业认同与离职意向中的调校意向和换职意向两个维度都呈显著负相关.(2)职业认同度高的教师的调校意向和换职意向都显著低于职业认同度低的教师.(3)教师的工作满意度在职业认同与离职意向之间起部分中介作用.     

小学生成长型思维模式与学业成绩、生活满意度的关系：学业自我效能感的中介作用

以5所公立小学的1161名四、五年级的小学生为研究对象,探讨成长型思维模式、学业自我效能感与小学生学业成绩以及生活满意度的关系。结果发现：（1）小学生的成长型思维模式与其学业自我效能感、学业成绩呈显著正相关,学业自我效能感与学业成绩、生活满意度呈显著正相关;（2）成长型思维模式显著正向预测学业自我效能感和学业成绩;（3）学业自我效能感可以显著正向预测生活满意度;（4）学业自我效能感在成长型思维模式与学生学业成绩之间起部分中介作用。     

职业使命感与免费师范生学业投入的影响：基于社会认知职业理论的视角

本研究以436名师范生为研究对象,采取社会认知职业理论（SCCT）为理论分析视角探讨了职业使命感对大学生学业投入的影响及其内在机制。结果表明：（1）职业使命感可以显著提高师范生的学业投入度;（2）职业结果期待和职业自我效能在职业使命感与学业投入之间起到部分中介作用;（3）职业使命感还可以通过职业结果期待、职业自我效能影响职业满意度,进而影响大学生的学业投入。最后,本研究对实践意义和研究局限进行了讨论。     

感恩与听障学生亲社会行为的关系：有调节的中介模型

本研究探讨了感恩与听障学生亲社会行为的关系,并检验生活满意度的中介效应以及性别对中介效应的调节作用。采用青少年感恩量表、生活满意度量表以及长处和困难量表对392名听障学生进行调查,结果显示：（1）感恩显著正向预测听障学生的亲社会行为;（2）生活满意度在感恩与听障学生亲社会行为之间起部分中介作用;（3）该中介作用受到性别的调节,即生活满意度只在听障男生的感恩和亲社会行为之间起中介作用。     

情绪智力对大学生生活满意度的影响:生涯适应力的中介作用与压力性生活事件的调节作用

选用情绪智力量表、生涯适应力量表、压力性生活事件量表和生活满意度量表对921名大学生进行调查,分析了情绪智力、生涯适应力、压力性生活事件和生活满意度之间关系。结果表明:(1)生涯适应力部分中介了情绪智力与大学生的生活满意度之间的关系;(2)压力性生活事件调节了这一中介过程的后半路径。因此,在情绪智力与大学生生活满意度的关系中,生涯适应力起到了部分中介作用,压力性生活事件起到了调节作用。     

感恩与生活满意度的关系:多重中介探究

目的:基于感恩对生活满意度的独特预测作用,在应对方式、自尊、情绪、一般自我效能感中探讨哪些中介变量可能是感恩能够独特预测生活满意度的原因。方法:采用Rosenberg自尊量表、一般自我效能感量表(GSES)、积极情绪和消极情绪量表(PANAS)、简易应对方式问卷(SCSQ)、大五人格简版问卷(NE0-FFI)测量338名大学生。结果:(1)控制性别、人格后一般自我效能感、应对方式、消极情绪的回归效应不显著;自尊和积极情绪的回归效应显著。(2)控制性别、人格后自尊的中介效应显著,积极情绪的中介效应不显著,自尊和情绪的对比中介效应显著。结论:(1)应对方式、消极情绪、一般自我效能感等中介变量在感恩与生活满意度间的中介作用可能受人格的影响。(2)自尊可能是感恩能够独特预测生活满意度的原因,自尊与生活满意度可能存在因果关系。     

Calling and Life Satisfaction Among Undergraduate Students: Investigating Mediators and Moderators

The present study examined the relation of calling and life satisfaction among a diverse group of undergraduate students. In line with previous research, the presence of a calling weakly correlated with life satisfaction and moderately correlated with meaning in life. Three potential moderators of the calling-life satisfaction relation were tested: religiousness, living one??s calling, and core self-evaluations. The relation of calling and life satisfaction was not different based on levels of religiousness or experiences of living one??s calling. However, the relation of calling to life satisfaction was stronger for students with low core self-evaluations. Additionally, using a multiple mediation model, academic satisfaction and life meaning were found to fully mediate the calling-life satisfaction relation. Participants more likely to view their career as a calling were more satisfied in life because of attaining greater life meaning and satisfaction within the academic domain. Implications for future research and practice are discussed.     

Does the dark side of a calling exist? Examining potential negative effects

The present studies examined the potential dark side of perceiving and living a calling with diverse samples of employed adults. In Study 1, living a calling and life meaning were found to suppress the relation between perceiving a calling and life satisfaction, resulting in these variables being significantly, negatively related. This suggests that perceiving a calling may predict decreased well-being when it is not lived out and does not provide meaning. In Study 2, participants living a calling did not experience greater burnout, workaholism, or organizational exploitation. Additionally, counter to hypotheses, living a calling was found to be a significant buffer in the relation of burnout/exploitation and job satisfaction. Specifically, the slope of the relation between living a calling and job satisfaction was more pronounced with individuals experiencing high levels of burnout/exploitation. These findings suggest that living a calling may help individuals in difficult working conditions maintain job satisfaction.     

Academic Characteristics of Early Adolescents with Higher Levels of Life Satisfaction

Research related to students’ global life satisfaction and their academic and behavioral functioning has yielded varying findings. Some researchers have suggested the possibility that very high levels of life satisfaction may yield decrements in productivity (Oishi et al. Perspectives on Psychological Science, 2, 346–360 2007). Middle school students (N?=?917) were surveyed regarding their global life satisfaction, school engagement, and academic performance. We evaluated whether the associations were best characterized linearly or non-linearly (i.e., quadratic) to clarify the associations between life satisfaction and the various academic performance variables. Differing from the findings of Oishi et al., our findings failed to reveal support for the hypothesis of a negative quadratic relation between life satisfaction and most of the academic or student engagement outcomes we examined. To the contrary, statistically significant, positive linear relations were observed between life satisfaction and GPA, math standardized test scores as well as cognitive, emotional and behavioral engagement. A linear relation was not observed between life satisfaction and English Language Arts standardized test scores. Consistent with previous research, these findings provide further support that higher levels of life satisfaction are related to higher levels of student engagement and academic performance in early adolescents. Furthermore, the results are consistent with efforts to expand education reforms to incorporate goals related to increasing students’ well-being as well as their academic success.     

The presence of a calling and academic satisfaction: Examining potential mediators

The present study examined the relation of calling and academic satisfaction with a diverse sample of 312 undergraduate students. The presence of a calling was moderately correlated with academic satisfaction, and a multiple mediation model was utilized to test three potential mediators to this relation: career decision self-efficacy, work hope, and meaning in life. Using bootstrapping techniques, significant indirect effects were found for two of the three mediators, career decision self-efficacy, and work hope. After including the mediators in the model, the relation of calling and academic satisfaction was non-significant. These results indicate that calling relates to greater satisfaction in the academic domain in part because of increased career decision self-efficacy and work hope. Directions for future research are discussed.     

Forgivingness and Satisfaction with Life

The present study was aimed at examining the link between satisfaction with life and forgivingness using a dispositional measurement for forgiveness. The participants were 810 adolescent and adults living in France, and 192 college students living in Portugal. They were presented with the Forgivingness questionnaire (Mullet, E., J. Barros, L. Frongia, V. Usai and F. Neto: 2003, Journal of Personality 71, pp. 1–19), and the Satisfaction With Life Scale (Diener, E., R.J. Emmons, R.J. Larsen and S. Griffin: 1985, Journal of Personality Assessment 49, pp. 71–75). The link between satisfaction with life and all three components of forgivingness (enduring resentment, sensitivity to circumstances, and overall willingness to forgive) was weak, and most of the time non-significant. This result is consistent with previous findings showing that (a) forgiving an offense to an offender does not result in a strong increase in overall satisfaction, and (b) strictly self-referential traits (e.g., self-esteem and loneliness) are typically not linked with forgivingness. Possible reasons why forgivingness and satisfaction with life are not linked are discussed.     

Archetypal Identity Development,Meaning in Life,and Life Satisfaction: Differences Among Clinical Mental Health Counselors,School Counselors,and Counselor Educators

Adults pursuing careers in counselor education, clinical mental health counseling, and counselor education (N = 256) participated in a study that examined relationships among archetypal identity development, meaning in life, and life satisfaction. Significant differences between groups existed for 5 archetypal identities, and meaning in life was significantly related to life satisfaction.     

Differentiation of Self Predicts Life Satisfaction through Marital Adjustment

Abstract

Previous studies have documented the link between differentiation of self and life satisfaction. However, the underlying mechanisms explaining these associations are yet to be tested at the dyadic level. This study examined the mediating role of marital adjustment in the association between differentiation of self and life satisfaction among 113 Turkish heterosexual married couples (N?=?226). Analyses using the Common Fate Model demonstrated that differentiation of self was associated with higher levels of marital adjustment and life satisfaction, such that marital adjustment was positively associated with life satisfaction, and in turn, marital adjustment fully mediated this association. Implications are discussed for clinicians and cross-cultural researchers who seek to promote greater life satisfaction by targeting both differentiation and marital adjustment.     

Coping Resources, Perceived Stress, and Life Satisfaction Among Turkish and American University Students

This study investigated coping resources (Coping Resources Inventory for Stress), perceived stress (Perceived Stress Scale), and life satisfaction (Satisfaction with Life Scale) among American and Turkish university students. Results support the use of transactional stress constructs in studying life satisfaction with students in both countries. American and Turkish students did not differ significantly in regard to perceived stress, life satisfaction, or an overall measure of coping resources; however, they did differ significantly regarding specific coping resources. Variables entering regression models for predicting life satisfaction differed for students in the two countries and for the sexes within countries, and these models accounted for between 30% and 62% of variance. Social support and a sense of financial freedom were particularly useful in predicting life satisfaction. Coping resources accounted for 54% of variance in perceived stress. There were significant sex differences for both countries, generally favoring males, in regard to specific coping resources.     

Demographic Correlates of Domain-Based Life Satisfaction Reports of College Students

Despite the interest in assessing quality of life issues among college students, there is limited research on domain-specific life satisfaction. This preliminary study investigated the demographic correlates of the Brief Multidimensional Students’ Life Satisfaction Scale (BMSLSS) from a sample of 522 students at a Midwestern University. A 4 × 2 × 2 between-groups analysis of variance was performed to detect differences in overall life satisfaction score means and for each individual BMSLSS domain (family, friends, school, self, living environment, and globally) in relation to year in school, gender, and race, and the interactions of these variables. Mean overall scores did not differ significantly by gender, year in school, or race. However, main effects were observed for race in the School and Self domains, where Caucasian students reported greater satisfaction with school and self than minority students. These preliminary data may provide a useful reference for researchers engaged in quality of life research with college students.     

Calling in retirement: A mixed methods study

This mixed methods study aimed to examine the experiences of a calling in retirement with a sample of 196 retired adults. First, a qualitative analysis explored the types of activities participants experienced as a calling as well as the types of barriers that participants perceived as keeping them from living their calling. ‘Helping Others’ emerged as the largest category of calling that participants endorsed and ‘No Resources to Live Calling’ emerged as the most frequently endorsed barrier. Building on our qualitative findings, we conducted a quantitative analysis to examine the relation of perceiving a calling with well-being. Consistent with prior research with working adult populations and in support of our hypotheses, perceiving a calling related to life meaning and life satisfaction, and structural equation modeling demonstrated that life meaning and living a calling (via life meaning) fully mediated the perceiving calling–life satisfaction relation. Implications for research and practice are discussed.