Central variables of social cognitive theory were adapted to forge an integrative model of well-being, which was designed to offer greater utility for therapeutic and self-directed change efforts than the dominant personality view of well-being. The authors present 2 studies using versions of the social cognitive model to predict domain-specific and overall life satisfaction. In both studies-one nomothetic, the other idiographic in measurement approach-findings indicated that satisfaction in particular life domains is predicted by domain-specific social cognitive variables (e.g., self-efficacy, perceived goal progress, environmental resources). Domain satisfaction in valued life domains also explained unique variance in overall life satisfaction, even after controlling for trait positive affectivity or extraversion. Implications for theory, research, and counseling aimed at well-being promotion and maintenance are discussed.

Lent (2004) posited a model of domain-specific and overall life satisfaction in which social-cognitive variables (self-efficacy, outcome expectations, environmental supports, and perceived goal progress) play key roles. In this study, the authors examined the relation of these variables to academic satisfaction. Participants were 153 engineering students. Results of structural equation modeling analyses indicated that the social-cognitive model fit the data well overall and that each of the predictors, except for outcome expectations, explained unique variation in students’ academic satisfaction. The authors consider the implications of the findings for further research and practice on academic and work satisfaction.

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