TY - JOUR
T1 - The Role of Calling in a Social Cognitive Model of Well-Being
AU - Lee, Hang Shim
AU - Lee, Eun Sul
AU - Shin, Yun Jeong
N1 - Funding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This article was supported by Konkuk University in 2017.
Publisher Copyright:
© The Author(s) 2019.
PY - 2020/2/1
Y1 - 2020/2/1
N2 - The present study examined the role of calling in a social cognitive model of well-being using a sample of 328 South Korean teachers. The model incorporating calling into the social cognitive model of well-being demonstrated an excellent fit, and our variables accounted for significant variance in job satisfaction (47%) and life satisfaction (38%). Among the 12 direct paths of the proposed model, 10 hypothesized paths were significant. The direct paths from positive affect to calling, self-efficacy, job satisfaction, and life satisfaction; from calling to self-efficacy, outcome expectations, and life satisfaction; from self-efficacy to outcome expectations; from outcome expectations to job satisfaction; and from job satisfaction to life satisfaction were significant. Additionally, the mediating paths between positive affect and life satisfaction via calling, self-efficacy, outcome expectations, and job satisfaction were significant. The practical implications for enhancing teachers’ job and life satisfaction and future directions of research were discussed.
AB - The present study examined the role of calling in a social cognitive model of well-being using a sample of 328 South Korean teachers. The model incorporating calling into the social cognitive model of well-being demonstrated an excellent fit, and our variables accounted for significant variance in job satisfaction (47%) and life satisfaction (38%). Among the 12 direct paths of the proposed model, 10 hypothesized paths were significant. The direct paths from positive affect to calling, self-efficacy, job satisfaction, and life satisfaction; from calling to self-efficacy, outcome expectations, and life satisfaction; from self-efficacy to outcome expectations; from outcome expectations to job satisfaction; and from job satisfaction to life satisfaction were significant. Additionally, the mediating paths between positive affect and life satisfaction via calling, self-efficacy, outcome expectations, and job satisfaction were significant. The practical implications for enhancing teachers’ job and life satisfaction and future directions of research were discussed.
KW - South Korean teachers
KW - calling
KW - job satisfaction
KW - life satisfaction
KW - social cognitive model of well-being
UR - http://www.scopus.com/inward/record.url?scp=85060937397&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85060937397&partnerID=8YFLogxK
U2 - 10.1177/1069072719825777
DO - 10.1177/1069072719825777
M3 - Article
AN - SCOPUS:85060937397
SN - 1069-0727
VL - 28
SP - 59
EP - 75
JO - Journal of Career Assessment
JF - Journal of Career Assessment
IS - 1
ER -