Study behavior and academic performance in face of resource limitation: the moderation of selection, optimization, and compensation

Abstract

Objectives: This study examined whether the life management model of selection, optimization, and compensation (SOC) could moderate the relationship between study behavior and academic performance and how this moderating effect changed in face of resource limitation.

Methods: Two hundred and thirty-seven university students completed questionnaires that assess their level of SOC, study behavior, self-efficacy, and academic performance.

Results: Results showed that self-efficacy was positively associated with study behavior, which in turn, was positively associated with academic performance. For SOC, all component processes were positively related to study behavior, but only elective selection (ES) was a positive moderator on academic performance. There was no significant interaction effect between optimization and compensation, but both were positively related to self-efficacy.

Discussion: The results demonstrate the importance of the relationships between SOC, study behavior, and academic performance. The relationships between these variables may be generalized to other behavior and may lead to other areas of improvement.