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A moderated mediation analysis of conscientiousness, time management strategies, effort regulation strategies, and university students' performance
Waldeyer, Julia Dicke, Theresa Fleischer, Jens Guo, Jiesi Trentepohl, Sebastian Wirth, Joachim Leutner, Detlev
Waldeyer, Julia
Dicke, Theresa
Fleischer, Jens
Guo, Jiesi
Trentepohl, Sebastian
Wirth, Joachim
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.
Keywords
conscientiousness, learning strategies, effort regulation, time management, academic performance
Date
2022
Type
Journal article
Journal
Learning and Individual Differences
Book
Volume
100
Issue
Page Range
1-11
Article Number
Article 102228
ACU Department
Institute for Positive Psychology and Education
Faculty of Education and Arts
Faculty of Education and Arts
Relation URI
Source URL
Event URL
Open Access Status
Published as ‘gold’ (paid) open access
License
CC BY-NC-ND 4.0
File Access
Open