Literature Review Research Matrix
Please note that the first row of data is meant as an example. Please read the example article (Garriott, Hudyma, Keene, & Santiago, 2015) as a guide for how to dissect each article assigned.
| Reference | Main Themes/
Constructs |
Research Question(s) | Theoretical Framework or Model | Population & Sample description & “N=” | Methodology& Design | Summary of Findings |
| Garriott, P. O., Hudyma, A., Keene, C., & Santiago, D. (2015). Social cognitive predictors of first and non-first-generation college students’ academic and life satisfaction. Journal of Counseling Psychology, 62(2), 253-263. https://doi.org/10.1037/cou0000066 | Academic Progress, academic satisfaction, college outcome expectations, college life efficacy, environmental supports, life satisfaction, positive affect | What are the predictors of
Students’ academic and life satisfaction? |
Lent’s model of normative well-being | N=414
Students from 2 4-year universities |
Quantitative Quasi-Experimental
Multiple Measures
|
Results suggested the hypothesized model provided an adequate fit to the data, while hypothesized relationships in the model were partially supported. Environmental supports predicted college self-efficacy, college outcome expectations, and academic satisfaction. Furthermore, college self-efficacy predicted academic progress while college outcome expectations predicted academic satisfaction. Academic satisfaction, but not academic progress, predicted life satisfaction. |
| Ahmadi, F., & Ahmadi, S. (2020). School-Related Predictors of Students’ Life Satisfaction: The Mediating Role of School Belongingness. Contemporary School Psychology, 24(2), 196-205. | Sense of fairness,
Life satisfaction, Parental involvement, |
What school-related elements can predict general student life satisfaction? | Eight dimensions of wellness | N=100
third-grade high school students in Urmia |
Quantitative Quasi-Experimental
Multiple Measures |
The research found that parental engagement in children’s education was mainly linked to students’ life satisfaction. Additionally, parental involvement and a sense of fairness were indirectly associated with life satisfaction via an educational facility. The student-teacher relationship had a huge indirect association with life satisfaction via a sense of belonging and fairness. |
| Baker, A. R. (2019). Implications of financial concerns for college goal commitment among undergraduate students in the United States. Social Psychology of Education, 22(1), 63-89. | Financial stress, Student loans, financial factors | What are the implications of financial concerns to undergraduate students? | Lent’s model of normative well-being | N=89
Undergraduate students united states |
Logistic regression analysis
|
The study found out that students with massive financial stress and massive debt rates were highly probably to focus on career, academic, and economic achievements. The study also found out significant interaction between the pupil’s demographic attributes and their financial issues. |
| Cabras, C., & Mondo, M. (2018). Coping strategies, optimism, and life satisfaction among first-year university students in Italy: Gender and age differences. Higher Education, 75(4), 643-654. | Age and gender differences, copping strategies, optimism among students, life satisfaction | What the gender and age differences when it comes to transition to university?
What are the impacts that are coping methods and optimisms have on student’s life satisfaction? |
Lent’s model of normative well-being | N=298
Female = 152 Male=146 The sample size involved the first-year undergraduate student in social science courses (University of Cagliari) |
Statistical analysis that involves quantitative questions. | The analysis shows that there is a massive impact from coping and optimism plan on life satisfaction. It revealed a significant role performed by all genders and ages in directing students’ coping methods, life satisfaction, and optimism. The research also proved to have enough knowledge to effectively help students face the life transition process and increase life satisfaction and class attendance level, resulting in better academic performances and reducing university dropouts. |
| Hagenauer, G., Gläser-Zikuda, M., & Moschner, B. (2018). University students’ emotions, life-satisfaction, and study commitment: A self-determination theoretical perspective. Journal of Further and Higher Education, 42(6), 808-826. | Psychological need satisfaction,
Emotional experiences, Student life satisfaction Study commitment |
What environmental conditions provide relevant situations for student’s basic psychological needs satisfaction? What things can lead to more positive and less negative student emotional experiences? How are emotions experienced in the university area related to the student’s life satisfaction and study commitment? | Self-determination theory, path-modeling framework | N=792
German students (teacher education programs) |
Questionnaires using the path modeling design | The study revealed a massive predictor for student’s negative and positive emotions. It was also seen on the importance of the study elements and a component linked to autonomy requirements. It also showed that there is the perceived importance that had a direct effect on the research commitment. Additionally, the positive links with other students showed negative and positive emotions and total life satisfaction. The university’s emotions exhibited study commitment and life satisfaction with a massive relationship between the study commitments and positive emotions. The research also found ways to fulfill the students’ general psychological requirements to facilitate a student’s emotional study commitment and well-being. |
| Lee, E. S., & Shin, Y. J. (2017). Social cognitive predictors of Korean secondary school teachers’ job and life satisfaction. Journal of Vocational Behavior, 102, 139-150 | will-being, integrated social Cognitive career,
Cross-cultural validation, |
How does the social cognitive career theory impact life satisfaction and work? | Theory of well-being model | N=19
Korean secondary teachers |
Quantitative Quasi-Experimental
Multiple Measures |
From the study, people found out that the family elements supported indirect and directly impacted life satisfaction. The significant impassivity had a direct impact on life satisfaction and only an indirect impact on job satisfaction through social cognitive elements of social cognitive career. Moreover, the result showed that self-efficacy influences job satisfaction on outcome expectations and job stress. However, job stress affected life satisfaction through job satisfaction. The study provided evidence for future studies and suggestions to influence life and teacher’s satisfaction. |
| Karaman, M. A., Nelson, K. M., & Cavazos Vela, J. (2018). The mediation effects of achievement motivation and locus of control between academic stress and life satisfaction in undergraduate students. British Journal of Guidance & Counselling, 46(4), 375-384.
|
Mediation effect,
life satisfaction achievement motivation, academic stress, |
What is the mediation effect of locus of control and achievement motivation between academic stress and life satisfaction? | Two mediation models using SPSS | N=307
Undergraduate students from the Hispanic serving institution |
A regression-based approach | The study found out that there is a bivariate correlation between the individuals under study. The overall result showed that academic stress contributed to a certain degree in life satisfaction. Additionally, the immediate effect of locus of control contributed to much higher life satisfaction in students. This result can help college administrators understand the students’ vital needs and adjust their environments and education systems. The findings also encourage schools to design and implement achievement-centered training programs for all students, increasing their academic relations and success. |
| Karaman, M. A., Lerma, E., Vela, J. C., & Watson, J. C. (2019). Predictors of academic stress among college students. Journal of College Counseling, 22(1), 41-55.
|
Academic stress, life satisfaction,
Achievement motivation, locus of control |
To what levels do life satisfaction, achievement motivation, and locus of control impact college students’ academic stress?
Are the differences between male and female college students levels of academic stress statistically significant/ |
Lent’s model of normative well-being
Statistical Power analysis |
N=307
Undergraduate students from a HIS southern region of the U.S. |
Demographic questionnaire | The research found out that interventions are required to lower students’ academic stress. It also showed that achievement motivation is not remarkably associated with academic stress, locus control, and gender. However, there was no achievement motivation to forecast academic stress. The research showed that high academic stress levels are linked with a high external locus of control and minimal satisfaction. The female student showed that they had high psychological stress compared to their male counterparts. Besides that, the study showed that life-satisfaction had a negative association with academic stress, which means that life satisfaction lowered, and academic stress improved. |
| Karaman, M. A., & Watson, J. C. (2017). Examining associations among achievement motivation, locus of control, academic stress, and life satisfaction: A comparison of the U.S. and international undergraduate students. Personality and Individual Differences, 111, 106-110 |
Achievement motivation Academic stress, Life satisfaction, Locus of control, |
What is the motivation rate for international students compared to U.S. students? What predicts achievements in student’s academics? | Descriptive statistics and MANOVA analysis | N=307
International undergraduate students U.S. student |
Demographic questionnaire | The research showed a statistically remarkable distinction between international and U.S. students while connected to gain motivation. It also showed a huge relationship between predictors and criteria variables. The control locus, life satisfaction, and academic stress hugely explained many discrepancies in achievement motivation. The contrast of the U.S. and the international student showed no statistically huge difference. |
| Sheu, H. B., Mejia, A., Rigali-Oiler, M., Primé, D. R., & Chong, S. S. (2016). Social cognitive predictors of academic and life satisfaction: Measurement and structural equivalence across three racial/ethnic groups. Journal of counseling psychology, 63(4), 460.
|
Social cognitive predictors, life satisfaction, racial/ethnic groups | What are the social cognitive predictors of academic and life satisfaction? Are the social cognitive predictors equivalent across the racial and ethnic groups? | Lent’s model of normative well-being
Statistical Power analysis |
N=849
306 Caucasian American 259 Latino American 284 Asian American College students |
Demographic questionnaire | The study showed a direct path from emotional stability and extraversion, contributing to significant academic and life satisfaction among the entire racial group. The study also showed huge differences in the level of satisfaction across the groups. Several full measures were observed several structural and indirect impacts that were distinguished massively by race and ethnicity. The distinctions in indirect effects and structural ways happened between the Caucasian and Asian American. It also resulted from the ethnic validity and crossed racial of the improved academic satisfaction structures while pointing out the variation that may have positive clinical impacts. |