The article yields difficulties and incongruences of defining and measurement of life satisfaction. The theoretical views and empirical data indicate that both emotional and cognitive processes have contributions to shaping life satisfaction. The measure of only one aspect and its interpretation as a global life satisfaction limits and distorts the meaning of this term. Both aspects of life-satisfaction, emotional and cognitive, should be measured, interpreted and called as two quasi separating subconstruct.
A graduate of psychological studies should continue his or her education in an area that is chosen as favorite professional domain. The way and range of postgraduate education should reflect trade expectations, individual’s preferences, and knowledge and competences of psychologists. Postgraduate education should be also in conformity with all legal articles.