For many students with disabilities, the transition from high school to a postsecondary educational institution can be challenging as they navigate a new environment with new or different supports. Recent research has demonstrated strong relationships between core self-evaluations (CSE) and a variety of psychosocial and employment outcomes in individuals with disabilities. The purpose of this study is to test a mediation model of the relationship between CSE and life satisfaction in 195 college students with disabilities. Hayes’ (2018) PROCESS macro for SPSS was used to evaluate the model. The results showed that acceptance of disability, social support from significant others, employment-related self-efficacy, and social self-efficacy partially mediated the relationship between CSE and life satisfaction. The direct effect of CSE on life satisfaction was still significant after controlling for the effects of all mediators. Overall, CSE affected life satisfaction in college students with disabilities, both directly and indirectly through improved disability acceptance, greater support from significant others, increased employment-related self-efficacy, and improved social self-efficacy. Implications of the results to improve life satisfaction in college students with disabilities are discussed.

对于许多残疾学生来说，从高中过渡到专上教育机构可能会遇到挑战，因为他们需要新的或不同的支持来适应新的环境。最近的研究表明，残疾人的核心自我评估（CSE）与各种社会心理和就业成果之间存在密切的关系。这项研究的目的是测试195名残疾大学生的CSE与生活满意度之间的中介模型。Hayes（2018）的SPSS PROCESS宏用于评估模型。结果表明，残障人士的接受程度，来自重要他人的社会支持，与就业相关的自我效能感和社会自我效能感部分地调节了CSE与生活满意度之间的关系。在控制所有调解人的影响之后，CSE对生活满意度的直接影响仍然很显着。总体而言，CSE通过改善残障人士的接受程度，获得更多重要他人的支持，增加与就业相关的自我效能感以及改善社会自我效能感，直接或间接地影响着残疾大学生的生活满意度。讨论了结果对提高残疾学生生活满意度的意义。