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

Autor/inn/en	Waldeyer, Julia; Dicke, Theresa; Fleischer, Jens; Guo, Jiesi; Trentepohl, Sebastian; Wirth, Joachim; Leutner, Detlev
Titel	A moderated mediation analysis of conscientiousness, time management strategies, effort regulation strategies, and university students' performance.
Quelle	In: Learning and individual differences, 100 (2022) Art. 102228, 11 S.Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1041-6080
DOI	10.1016/j.lindif.2022.102228
Schlagwörter	Anstrengung; Zeitmanagement; Leistung; Regulation; Strategie
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.
Erfasst von	Externer Selbsteintrag
Update	2025/1