Testing of Social- Cognitive Model of Academic Satisfaction in Undergraduate Students

The purpose of the present study was to analyze the validity of the social-cognitive model of academic satisfaction for undergraduate students of the Urmia University. 382 undergraduate students were selectedvia multistagerandom sampling (197 female and 187 male). According to the theory, self-efficiency expectations, goal progress, outcomes expectations, resources, and environmental supports and resources are variables to predict the university satisfaction in this model, and related instruments for these variables were administered. The data was analyzed using the structural equation modeling method and the LISREL software.Results indicated that obtained data has had an appropriate fitness with the theoretical social - cognitive model, and the intended model is a valid one in this sample. The index was related to the proportion of chi-square to degrees of freedom less than number 3 which has been an appropriate quantity, and showed that the found covariance conforms to the theoretical offered model. Overall, the results support the theoretical postulates of social- cognitive model of academic satisfaction. The obtained results related to path coefficients showed all paths towards academic satisfaction, except the outcome expectations path, are positive and significant. Thus, it can be concluded that the social cognitive model of academic satisfaction is an appropriate explanatory model for undergraduate students and it can be used in order to academic satisfaction prediction and also for formulation of empowering programs.