Core Self-Evaluations as a Mediator Between Functional Disability and Life Satisfaction in College Students With Disabilities Majoring in Science and Technology

Smedema, Susan Miller; Pfaller, Joseph; Yaghmaian, Rana; Weaver, H.L.; Cardoso, Elizabeth da Silva; Chan, Fong

doi:10.1891/2168-6653.29.1.96

Cited by 18 publications

(18 citation statements)

References 39 publications

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“…A second major finding of this study was that it provides further support for the relationship between CSE and life satisfaction. Smedema and colleagues (2014) and Smedema and Tansey (in press) both reported a significant relationship between CSE and life satisfaction among individuals with disabilities. While the association between the two variables was fully mediated by perceived stress and affect in the Smedema et al study, CSE in the current study was found to have a direct relationship with life satisfaction as well as an indirect relationship that is partially mediated by agency thinking and community participation.…”

Section: Discussionmentioning

confidence: 88%

“…407–414) argues that CSE has great potential as a global positive contributor to subjective well-being in persons with disabilities. Smedema and colleagues (Smedema et al, 2014; Smedema & Tansey, in press), in two recent studies, have begun to investigate the relationship between CSE and life satisfaction in persons with disabilities. Smedema et al (2014), using a sample of undergraduate students with disabilities majoring in science, technology, engineering, and mathematics fields, found a significant positive relationship between CSE and life satisfaction (β = .48, p < .001).…”

Section: Introductionmentioning

confidence: 99%

“…Smedema and colleagues (Smedema et al, 2014; Smedema & Tansey, in press), in two recent studies, have begun to investigate the relationship between CSE and life satisfaction in persons with disabilities. Smedema et al (2014), using a sample of undergraduate students with disabilities majoring in science, technology, engineering, and mathematics fields, found a significant positive relationship between CSE and life satisfaction (β = .48, p < .001). They also found that perceived stress, affect, and social support completely mediated the relationship between CSE and life satisfaction, such that higher levels of CSE predicted decreased stress, improved mood, and increased support from others in the students with disabilities, which, in turn, predicted increased life satisfaction.…”

Section: Introductionmentioning

confidence: 99%

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Core self-evaluations and Snyder’s hope theory in persons with spinal cord injuries.

Smedema¹,

Chan²,

Phillips³

2014

Rehabilitation Psychology

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Section: Discussionmentioning

confidence: 88%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Core self-evaluations and Snyder’s hope theory in persons with spinal cord injuries.

Smedema¹,

Chan²,

Phillips³

2014

Rehabilitation Psychology

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“…As mentioned, little research has been conducted thus far that has directly investigated the relationship of CSE and well-being in PWDs. Recently, Smedema et al (2014) completed the first study on CSE in PWDs. Smedema and colleagues, using a sample of college students with disabilities, found a significant positive relationship between CSE and life satisfaction (β = .48, p < .001).…”

mentioning

confidence: 99%

Mediators of the Relationship Between Core Self-Evaluations and Life Satisfaction in Individuals With Spinal Cord Injuries

Smedema

Tansey

2014

Rehabilitation Counseling Bulletin

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Positive psychology is a relatively new branch of psychology which emphasizes positive and adaptive characteristics of the individual instead of focusing solely on deficits and limitations (Seligman & Csikszentmihalyi, 2000). According to Seligman and Csikszentmihalyi (2000), positive psychology is "about valued subjective experiences; well-being, contentment, and satisfaction (in the past); hope and optimism (for the future); and flow and happiness (in the present)" (p. 5). Although positive psychology, as a discipline, developed relatively recently, this asset-oriented approach to understanding the human experience is not new to the field of rehabilitation. The core values inherent in rehabilitation philosophy emphasize that the strengths of persons with disabilities (PWDs) should be highlighted, supported, and developed, whereas their limitations should be accommodated and de-emphasized (Dunn & Dougherty, 2005;Maki & Murray, 1995). As such, a primary goal of rehabilitation research is to identify and examine factors that contribute to an individual's sense of well-being that may be targeted for intervention .Historically, rehabilitation research has focused on a variety of positive contributors to well-being in PWDs, such as coping skills, self-esteem, and social support. However, recent research suggests that a new, global, higher-order construct may be a more important contributor to a person's well-being than domain-level indicators (Judge, Locke, & Durham, 1997). This construct, "core self-evaluations" (CSE) is conceptualized as the overall, fundamental judgment that individuals have about how worthy or competent they are as people (Judge, Locke, Durham, & Kluger, 1998). According to CSE theory, this overarching variable is comprised of four domain-level traits. These include self-esteem (i.e., a person's judgment of his or her self-worth; Rosenberg, 1965), generalized selfefficacy (i.e., a person's evaluation of his or her ability to successfully complete a wide range of tasks; Bandura, 1977), emotional stability or low neuroticism (i.e., the tendency for a person to feel calm and secure; Eysenck, 1990), and locus of control (i.e., the belief that a person has direct control over events in his or her life, as opposed to fate or powerful other being in control; Rotter, 1966). Judge and colleagues (Judge et al., 1997;Judge et al., 1998) purport that these four characteristics combine to explain 554608R CBXXX10.

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“…As with stress, this may be explained by the limited research conducted on nondisclosing students with AND (see Grimes et al, 2017). Future research which seeks to understand traits such as self-efficacy for students with AND may aid university support services to target assistance in such a way as to bolster student success and aid students' subjective well-being (Smedema et al, 2015).…”

Section: Students' Academic Self-efficacy In Higher Educationmentioning

confidence: 99%

Shedding light on students with support needs: Comparisons of stress, self-efficacy, and disclosure.

Hitches¹,

Woodcock²,

Ehrich³

2023

Journal of Diversity in Higher Education

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More and more students attend university and a large number of those experience difficulties at some point throughout their degree. Furthermore, many students who experience difficulties in need of help from the universities' support services do not disclose their additional needs and/or disabilities (AND), and thus, little is known about this population. A range of internal and external demands or stressors may be experienced by university students which can often impact upon their learning and performance. This study aims to provide insight into the academic stress and academic self-efficacy levels of university students, comparing those with and without AND, and importantly, comparing those who have and have not disclosed and received help from university support services. The results show that students with AND have higher levels of stress and lower levels of self-efficacy in comparison to their peers. Moreover, the population of students with AND who did not disclose and seek support from their university were found to experience significantly lower self-efficacy in regard to navigating university in comparison to those who had disclosed and sought university support. Implications and recommendations from the findings are also discussed.

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Core Self-Evaluations as a Mediator Between Functional Disability and Life Satisfaction in College Students With Disabilities Majoring in Science and Technology

Cited by 18 publications

References 39 publications

Core self-evaluations and Snyder’s hope theory in persons with spinal cord injuries.

Core self-evaluations and Snyder’s hope theory in persons with spinal cord injuries.

Mediators of the Relationship Between Core Self-Evaluations and Life Satisfaction in Individuals With Spinal Cord Injuries

Shedding light on students with support needs: Comparisons of stress, self-efficacy, and disclosure.

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