The article gives an overview of a social cognitive perspective on psychosocial well-being and adjustment (Lent, 2004), along with a model of educational and work-related satisfaction (Lent & Brown, 2006) that has been derived from it. The theoretical perspective integrates cognitive, behavioural, social, and personality variables hypothesized to jointly promote positive adjustment, both generally and within particular life domains, such as work and school. We also review initial findings testing these social cognitive models and consider their implications for cross-cultural practice and research.