Test of the Social Cognitive Model of Well-Being Among Vocational Education and Training Students in Spain

Abstract

This study aimed to test the model of academic well-being based on the Social Cognitive Career Theory in 368 Spanish higher Vocational Education and Training students, incorporating the variable academic interests. A cross-sectional design assessed self-efficacy, outcome expectations, interests, social and academic support, and academic and life satisfaction. All instruments showed consistent reliability with the original English and Spanish versions. The hypothesised model produced a good fit to the data and accounted well for variance in academic satisfaction (82%) and life satisfaction (43%). All hypothesised direct effects were significant except for three, for which indirect and total effects were significant. These results reinforce the cross-cultural validity of the model and the instruments, demonstrating the relevance of self-efficacy, outcome expectations, and social and academic support in VET students’ academic satisfaction. Furthermore, they highlight the importance of academic interests as mediators between self-efficacy and outcome expectations in predicting academic satisfaction. It is suggested that procedures be implemented to enable the students to enrol in studies of their interest and improve their well-being.

Keywords

academic satisfaction well-being vocational education and training social cognitive career theory self-efficacy

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