Maximizing tendency predicts university adjustment and academic performance

Mushi Li; Huiyuan Jia; Haixia Wang

doi:10.3389/fpsyg.2023.1188410

Maximizing tendency predicts university adjustment and academic performance

Front Psychol. 2023 Jun 7:14:1188410. doi: 10.3389/fpsyg.2023.1188410. eCollection 2023.

Authors

Mushi Li¹, Huiyuan Jia², Haixia Wang³

Affiliations

¹ School of Psychology and Cognitive Sciences and Beijing Key Laboratory of Behavior and Mental Health, Peking University, Beijing, China.
² College of Business Administration, Capital University of Economics and Business, Beijing, China.
³ School of Journalism & Communication, Jinan University, Guangzhou, Guangdong, China.

Abstract

Introduction: Decision-making characteristics that contribute to university adjustment and academic performance have been important topics in the research on success in higher education. This study proposes a new perspective that maximizing tendency, as a decision-making style, influences adaptive outcomes in college life.

Materials and methods: Two studies were performed to investigate the positive effects of maximizing tendency on university adjustment and academic performance. In Study 1, we engaged in multistage data collection and surveyed 552 students in four universities. In over a span of 4 years, Study 2 was designed as a time-lagged survey with 309 students.

Results: The results revealed that maximizers among students have better university adjustment after their first year at school and achieve higher GPAs when they finished their bachelor's degree. Furthermore, eudaimonic well-being mediated the relationship between maximizing tendency and university adjustment (Study 1), whereas university adjustment mediated the relationship between maximizing tendency and college student's academic performance (Study 2).

Conclusion: These consistent results imply that maximizing tendency as a predictor of university adjustment and academic performance, showing its long-term positive impacts on adaptability and wellbeing.

Keywords: Grade Point Average (GPA); academic performance; eudaimonic well-being; maximizing tendency; university adjustment.