Theoretical foundations of the self-efficacy and psychological well-being relationship in industrial training

Abstract

Depending on the changing conditions of universities, students' self-efficacy, life satisfaction, and related life goals vary. In today's conditions, one of the missions of universities is to cultivate individuals who think analytically, critically, objectively, creatively, and reflectively. The development of individuals with high levels of self-efficacy is largely directly proportional to these factors. Individuals' life goals change and differ in parallel with changing conditions. In particular, rapidly changing technology is reflected suddenly and quickly in individuals' living conditions, which affects their self-efficacy levels and causes them to change their life goals in line with the changing conditions.

This study aims to compare university students' life goals (desires) with their levels of general self-efficacy and life satisfaction. Based on this, the relationship between students' life goals and their levels of life satisfaction and general self-efficacy has been investigated.

In Psychological Counseling and Guidance, which, as a fundamental discipline, prioritizes the human being, aims to raise awareness, and enable self-actualization, special importance is given to life satisfaction. What makes life satisfaction so prominent is that individuals give meaning to their lives. The development of these multiple dimensions of the human being to the maximum extent parallels general self-efficacy and life satisfaction. Accordingly, it is known that individuals who achieve their life goals generally also have high levels of life satisfaction. Throughout history, many religions, philosophical beliefs, and mythologies have taught that individuals must have a purpose in life to make it meaningful. People with a purpose in life tend to be more strongly attached to life, better able to cope with challenges, find solutions, and biologically survive longer.