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This study investigated the factorial validity of the Contextual Achievement Motivation Scale, assessing achievement motivation in multiple settings with a sample of 493 undergraduate and graduate students. Exploratory factor analysis identified a four-factor model: School (6 items), Employment/Work (6 items), Family (5 items), Community (4 items). These factors accounted for approximately 60% of the variance and correlated in the expected directions with a criterion measure, the Adult Hope Scale. Confirmatory factor analysis indicated that the identified four-factor model fit the data, ?[superscript 2](182)= 348.10, p< 0.001; ?[superscript 2]/df = 1.91, Tucker-Lewis index (TLI)= 0.92, comparison fit index (CFI)= 0.93, root mean square error of approximation (RMSEA) [0.058, 0.080]= 0.069, and standardized root-mean square residual (SRMR)= 0.063. In addition, the scale showed partial scalar invariance between genders. The responses are subject to bias and increased the error in reliability and validity. Implications of the research, at a macro-level, draws attention to the importance of work; and one's performance within family, school and community settings.

In this study, we present the inter-relationships among humanistic and positive psychology factors in explaining Latinx college students' life satisfaction. A modified path model revealed that hope mediated two relationships: that between resilience and life satisfaction, as well as meaning in life and life satisfaction. However, contrary to what we hypothesised, meaning in life was not a mediator between resilience and life satisfaction. Results revealed that resilience had direct and indirect effects on life satisfaction while meaning in life had an indirect effect. In addition, there was a significant and positive correlation between hope and meaning of life and life satisfaction. A discussion regarding the importance of these findings and implications for practice and research are provided.

This study investigated the mediation effect of locus of control and achievement motivation between academic stress and life satisfaction. A total of 307 undergraduate students recruited from a Hispanic Serving Institution in South Texas participated in the study. In the frame of the study, two mediation models were tested by utilising PROCESS Procedure for SPSS (Hayes, 2013. "Introduction to mediation, moderation, and conditional process analysis: A regression-based approach." New York, NY: Guilford Press). The results indicated that bivariate correlations among study variables ranged from -0.24 to 0.32. The overall composite indicated that academic stress contributed to 6% of the variance in life satisfaction (p < 0.01) among students (b = -0.06), while the mediating effect of locus of control contributed to 10% of the variance in Life Satisfaction (p < 0.01) among students (b = -0.4).