A moderated mediation analysis of conscientiousness, time management strategies, effort regulation strategies, and university students' performance

Journal article

Waldeyer, Julia, Dicke, Theresa, Fleischer, Jens, Guo, Jiesi, Trentepohl, Sebastian, Wirth, Joachim and Leutner, Detlev. (2022). A moderated mediation analysis of conscientiousness, time management strategies, effort regulation strategies, and university students' performance. Learning and Individual Differences. 100, p. Article 102228. https://doi.org/10.1016/j.lindif.2022.102228
AuthorsWaldeyer, Julia, Dicke, Theresa, Fleischer, Jens, Guo, Jiesi, Trentepohl, Sebastian, Wirth, Joachim and Leutner, Detlev
Abstract

This paper examined the interplay of conscientiousness, two categories of learning strategies (i.e., time management and effort regulation), and academic performance in higher education. Based on data from two samples of first-year students (N1 = 106; N2 = 355), we aimed to validate previous results on a mediation model using a repeated measurement design. Second, we aimed to extend prior research by testing the hypothesis that the mediation process is conditional on the level of conscientiousness. Results of both studies indicate that the effect of conscientiousness on academic performance is mediated by using effort regulation strategies and time management strategies. Furthermore, for effort regulation strategies, the effect is moderated: the effect vanishes when conscientiousness is low (though this effect occurred only in Study 2). This study sheds light on the mechanisms through which both conscientiousness and the use of relevant learning strategies affect academic performance and implies practical applications to assist with greater achievement in higher education.

Keywordsconscientiousness; learning strategies; effort regulation; time management; academic performance
Year2022
JournalLearning and Individual Differences
Journal citation100, p. Article 102228
PublisherElsevier Inc.
ISSN1041-6080
Digital Object Identifier (DOI)https://doi.org/10.1016/j.lindif.2022.102228
Scopus EID2-s2.0-85139726668
Open accessPublished as ‘gold’ (paid) open access
Page range1-11
Publisher's version
License
File Access Level
Open
Output statusPublished
Publication dates
Online13 Oct 2022
Publication process dates
Accepted06 Oct 2022
Deposited27 Jul 2023
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Guo, Jiesi, Eccles, Jacquelynne Sue, Sortheix, Florencia M. and Salmela-Aro, Katariina. (2018). Gendered pathways toward STEM careers: The incremental roles of work value profiles above academic task values. Frontiers in Psychology. 9, pp. 1 - 15. https://doi.org/10.3389/fpsyg.2018.01111
Inequity and excellence in academic performance: evidence from 27 countries
Parker, Philip D., Marsh, Herbert W., Jerrim, John P., Guo, Jiesi and Dicke, Theresa. (2018). Inequity and excellence in academic performance: evidence from 27 countries. American Educational Research Journal. 55(4), pp. 836 - 858. https://doi.org/10.3102/0002831218760213
An information distortion model of social class differences in math self-concept, intrinsic value, and utility value
Parker, Philip D., Marsh, Herbert W., Guo, Jiesi, Anders, Jake, Shure, Nikki and Dicke, Theresa. (2018). An information distortion model of social class differences in math self-concept, intrinsic value, and utility value. Journal of Educational Psychology. 110(3), pp. 445-463. https://doi.org/10.1037/edu0000215
A worthy self is a caring self: Examining the developmental relations between self-esteem and self-compassion in adolescents
Donald, James N., Ciarrochi, Joseph, Parker, Philip D., Sahdra, Baljinder K., Marshall, Sarah L. and Guo, Jiesi. (2018). A worthy self is a caring self: Examining the developmental relations between self-esteem and self-compassion in adolescents. Journal of Personality. 86(4), pp. 619 - 630. https://doi.org/10.1111/jopy.12340
Validating the Copenhagen Psychosocial Questionnaire (COPSOQ-II) Using Set-ESEM: identifying psychosocial risk factors in a sample of school principals
Dicke, Theresa, Marsh, Herbert W., Riley, Philip, Parker, Philip D., Guo, Jiesi and Horwood, Marcus. (2018). Validating the Copenhagen Psychosocial Questionnaire (COPSOQ-II) Using Set-ESEM: identifying psychosocial risk factors in a sample of school principals. Frontiers in Psychology. 9, pp. 1 - 17. https://doi.org/10.3389/fpsyg.2018.00584
Effects of school-average achievement on individual self-concept and achievement: Unmasking phantom effects masquerading as true compositional effects
Dicke, Theresa, Marsh, Herbert W., Parker, Philip D., Pekrun, Reinhard, Guo, Jiesi and Televantou, Ioulia. (2018). Effects of school-average achievement on individual self-concept and achievement: Unmasking phantom effects masquerading as true compositional effects. Journal of Educational Psychology. 110(8), pp. 1112 - 1126. https://doi.org/10.1037/edu0000259
Extending expectancy-value theory predictions of achievement and aspirations in science : Dimensional comparison processes and expectancy-by-value interactions
Guo, Jiesi, Marsh, Herbert W., Parker, Philip D., Morin, Alexandre J. S. and Dicke, Theresa. (2017). Extending expectancy-value theory predictions of achievement and aspirations in science : Dimensional comparison processes and expectancy-by-value interactions. Learning and Instruction. 49, pp. 81-91. https://doi.org/10.1016/j.learninstruc.2016.12.007
Cognitive defusion predicts more approach and less avoidance coping with stress, independent of threat and self-efficacy appraisals
Donald, James, Atkins, Paul W., Parker, Phil, Christie, Alison M. and Guo, Jiesi. (2017). Cognitive defusion predicts more approach and less avoidance coping with stress, independent of threat and self-efficacy appraisals. Journal of Personality. 85(5), pp. 716 - 729. https://doi.org/10.1111/jopy.12279
How well do parents know their adolescent children? Parent inferences of student self-concepts reflect dimensional comparison processes
Van Zanden, Brooke, Marsh, Herbert W., Seaton, Marjorie, Parker, Philip D., Guo, Jiesi and Duineveld, Jasper J.. (2017). How well do parents know their adolescent children? Parent inferences of student self-concepts reflect dimensional comparison processes. Learning and Instruction. 47, pp. 25-32. https://doi.org/10.1016/j.learninstruc.2016.09.002
Long-term positive effects of repeating a year in school: Six-year longitudinal study of self-beliefs, anxiety, social relations, school grades, and test scores
Marsh, Herbert W., Parker, Philip D., Guo, Jiesi, Dicke, Theresa, Pekrun, Reinhard, Murayama, K. and Lichtenfeld, Stephanie. (2017). Long-term positive effects of repeating a year in school: Six-year longitudinal study of self-beliefs, anxiety, social relations, school grades, and test scores. Journal of Educational Psychology. 109(3), pp. 425 - 438. https://doi.org/10.1037/edu0000144
"Double reality shock" when becoming a teacher? The development and potential influencing factors of emotional exhaustion during teacher induction time, and after having worked as fully licensed teacher
Dicke, Theresa, Holzberger, Doris, Kunina-Habenicht, Olga, Linninger, Christina, Schulze-Stocker, Franziska, Seidel, Tina, Terhart, Ewald, Leutner, Detlev and Kunter, M.. (2016). "Double reality shock" when becoming a teacher? The development and potential influencing factors of emotional exhaustion during teacher induction time, and after having worked as fully licensed teacher. Psychologie in Erziehung und Unterricht. 63(4), pp. 244 - 257. https://doi.org/10.2378/peu2016.art20d
Temporal ordering effects of adolescent depression, relational aggression, and victimization over six waves: Fully latent reciprocal effects models
Marsh, Herbert Warren, Craven, Rhonda G., Parker, Phil D., Parada, Roberto H., Guo, Jiesi, Dicke, Theresa and Abduljabbar, Adel S.. (2016). Temporal ordering effects of adolescent depression, relational aggression, and victimization over six waves: Fully latent reciprocal effects models. Developmental Psychology. 52(12), pp. 1994 - 2009. https://doi.org/10.1037/dev0000241
"Double reality shock" when becoming a teacher? The development and potential influencing factors of emotional exhaustion during teacher induction time, and after having worked as fully licensed teacher
Dicke, Theresa, Holzberger, Doris, Kunina-Habenicht, Olga, Linninger, Christina, Schulze-Stocker, Franziska, Seidel, Tina, Terhart, Ewald, Leutner, Detlev and Kunter, Mareike. (2016). "Double reality shock" when becoming a teacher? The development and potential influencing factors of emotional exhaustion during teacher induction time, and after having worked as fully licensed teacher. Psychologie in Erziehung und Unterricht. 63(4), pp. 244 - 257. https://doi.org/10.2378/peu2016.art20d
The relations among academic motivation, self-concept, aspirations and choices: Integrating expectancy-value and academic self-concept theory
Guo, Jiesi. (2016). The relations among academic motivation, self-concept, aspirations and choices: Integrating expectancy-value and academic self-concept theory [Thesis]. https://doi.org/10.4226/66/5a9cc030b0ba5
Temporal ordering effects of adolescent depression, relational aggression, and victimization over six waves: Fully latent reciprocal effects models
Marsh, Herbert W., Craven, Rhonda, Parker, Phil, Parada, Roberto H., Guo, Jiesi, Dicke, Theresa and Abduljabbar, Adel S.. (2016). Temporal ordering effects of adolescent depression, relational aggression, and victimization over six waves: Fully latent reciprocal effects models. Developmental Psychology. 52(12), pp. 1994 - 2009. https://doi.org/10.1037/dev0000241
Probing the unique contributions of self-concept, task values, and their interactions using multiple value facets and multiple academic outcomes
Guo, Jiesi, Nagengast, Benjamin, Marsh, Herbert Warren, Kelava, Augustin, Gaspard, Hanna, Brandt, Holger, Cambria, Jenna, Flunger, Barbara, Dicke, Anna-Lena, Häfner, Isabelle, Brisson, Brigitte and Trautwein, Ulrich. (2016). Probing the unique contributions of self-concept, task values, and their interactions using multiple value facets and multiple academic outcomes. AERA Open. 2(1), pp. 1 - 20. https://doi.org/10.1177/2332858415626884
Pedagogical professional knowledge of teachers: Evaluation of the ProwiN-tests [Padagogisch-psychologisches Professionswissen von Lehrkraften: Evaluation des ProwiN-Tests]
Lenske, Gerlinde, Thillmann, Hubertina, Wirth, Joachim, Dicke, Theresa and Leutner, Detlev. (2015). Pedagogical professional knowledge of teachers: Evaluation of the ProwiN-tests [Padagogisch-psychologisches Professionswissen von Lehrkraften: Evaluation des ProwiN-Tests]. Zeitschrift fur Erziehungswissenschaft. 18(2), pp. 225 - 245. https://doi.org/10.1007/s11618-015-0627-5
Assessing teachers' educational knowledge: Construct specification and validation using mixed methods
Linninger, Christina, Kunina-Habenicht, Olga, Emmenlauer, Simone, Dicke, Theresa, Schulze-Stocker, Franziska, Leutner, Detlev, Seidel, Tina, Terhart, Ewald and Kunter, Mareike. (2015). Assessing teachers' educational knowledge: Construct specification and validation using mixed methods. Zeitschrift fuer Entwicklungspsychologie und Paedagogische Psychologie. 47(2), pp. 72 - 83. https://doi.org/10.1026/0049-8637/a000126
Reducing reality shock: The effects of classroom management skills training on beginning teachers
Dicke, Theresa, Elling, Jill, Schmeck, Annett and Leutner, Detlev. (2015). Reducing reality shock: The effects of classroom management skills training on beginning teachers. Teaching and Teacher Education. 48(1), pp. 1 - 12. https://doi.org/10.1016/j.tate.2015.01.013
Achievement, motivation, and educational choices : A longitudinal study of expectancy and value using a multiplicative perspective
Guo, Jiesi, Parker, Philip D., Marsh, Herbert W. and Morin, Alexandre J. S.. (2015). Achievement, motivation, and educational choices : A longitudinal study of expectancy and value using a multiplicative perspective. Developmental Psychology. 51(8), pp. 1163-1176. https://doi.org/10.1037/a0039440
Directionality of the associations of high school expectancy-value, aspirations, and attainment : A longitudinal study
Guo, Jiesi, Marsh, Herbert W., Morin, Alexandre J. S., Parker, Philip D. and Kaur, Gurvinder. (2015). Directionality of the associations of high school expectancy-value, aspirations, and attainment : A longitudinal study. American Educational Research Journal. 52(2), pp. 371-402. https://doi.org/10.3102/0002831214565786
Expectancy-value in mathematics, gender and socioeconomic background as predictors of achievement and aspirations : A multi-cohort study
Guo, Jiesi, Marsh, Herbert W., Parker, Philip D., Morin, Alexandre J. S. and Yeung, Alexander Seeshing. (2015). Expectancy-value in mathematics, gender and socioeconomic background as predictors of achievement and aspirations : A multi-cohort study. Learning and Individual Differences. 37, pp. 161-168. https://doi.org/10.1016/j.lindif.2015.01.008
Beginning teachers' efficacy and emotional exhaustion : Latent changes, reciprocity, and the influence of professional knowledge
Dicke, Theresa, Parker, Philip D., Holzberger, Doris, Kunina-Habenicht, Olga, Kunter, Mareike and Leutner, Detlev. (2015). Beginning teachers' efficacy and emotional exhaustion : Latent changes, reciprocity, and the influence of professional knowledge. Contemporary Educational Psychology. 41, pp. 62 - 72. https://doi.org/10.1016/j.cedpsych.2014.11.003
Teachers' knowledge about psychology: Development and validation of a test measuring theoretical foundations for teaching and its relation to instructional behavior
Lohse-Bossenz, Hendrik, Kunina-Habenicht, Olga, Dicke, Theresa, Leutner, Detlev and Kunter, Mareike. (2015). Teachers' knowledge about psychology: Development and validation of a test measuring theoretical foundations for teaching and its relation to instructional behavior. Studies in Educational Evaluation. 44, pp. 36 - 49. https://doi.org/10.1016/j.stueduc.2015.01.001
Self-efficacy in classroom management, classroom disturbances, and emotional exhaustion: A moderated mediation analysis of teacher candidates
Dicke, Theresa, Parker, Phillip David, Marsh, Herbert Warren, Kunter, Mareike, Schmeck, Annett and Leutner, Detlev. (2014). Self-efficacy in classroom management, classroom disturbances, and emotional exhaustion: A moderated mediation analysis of teacher candidates. Journal of Educational Psychology. 106(2), pp. 569 - 583. https://doi.org/10.1037/a0035504
Occupational well-being and motivation of those in the helping professions [Reference]
Parker, Philip D., Martin, Andrew J. and Dicke, Theresa. (2014). Occupational well-being and motivation of those in the helping professions [Reference] Dordrecht, Netherlands: Springer. https://doi.org/10.1007/978-94-007-0753-5_4219
Which educational topics are important for teacher training? - Results of a Delphi study [Welche bildungswissenschaftlichen inhalte sind wichtig in der lehrerbildung? Ergebnisse einer delphi-studie]
Kunina-Habenicht, Olga, Lohse-Bossenz, Hendrik, Kunter, Mareike, Dicke, Theresa, Forster, Doris, Gossling, Jill, Schulze-Stocker, Franziska, Schmeck, Annett, Baumert, Jurgen, Leutner, Detlev and Terhart, Ewald. (2012). Which educational topics are important for teacher training? - Results of a Delphi study [Welche bildungswissenschaftlichen inhalte sind wichtig in der lehrerbildung? Ergebnisse einer delphi-studie]. Zeitschrift fur Erziehungswissenschaft. 15(4), pp. 649 - 682. https://doi.org/10.1007/s11618-012-0324-6