Using the selection, optimization, and compensation model of action-regulation to explain college students' grades and study satisfaction.

Autor/inn/en	Moghimi, Darya; Yperen, Nico W. van; Sense, Florian; Zacher, Hannes; Scheibe, Susanne
Titel	Using the selection, optimization, and compensation model of action-regulation to explain college students' grades and study satisfaction. Gefälligkeitsübersetzung: Verwendung des Auswahl-, Optimierungs- und Kompensationsmodells der Handlungsregulation zur Erklärung der Noten und der Studienzufriedenheit von Studierenden.
Quelle	In: Journal of educational psychology, 113 (2021) 1, S. 181-196Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0663; 1939-2176
DOI	10.1037/edu0000466
Schlagwörter	Aktionsforschung; Persönlichkeit; Selbstwirksamkeit; Notengebung; Lernen; Bachelor-Studiengang; Leistung; Student
Abstract	Statistics on study disruptions and delays and their negative impact on academic performance call for action-regulation strategies that students can use to manage their performance and well-being. In the present research, we rely on the action-regulation model of selection, optimization, and compensation (SOC), which was developed in the life span developmental literature. The aim of the present study was to establish indirect links between two specific SOC components (i.e., elective selection and optimization) and study outcomes (i.e., end-of-first-year average grade and study satisfaction) through higher self-efficacy beliefs. In 2 prospective studies conducted during 2 subsequent academic years, we tested our research model with first-year undergraduate students (n = 366 in Study 1 and n = 242 in Study 2). Results of both studies indicate that there are positive indirect relations between optimization, but not elective selection, and favorable study outcomes through self-efficacy beliefs. The present study contributes to SOC theory and the educational sciences by showing that the SOC model of action-regulation can be helpful in explaining college students' grades and study satisfaction. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2023/1