Maximizing tendency predicts university adjustment and academic performance

Abstract

IntroductionDecision-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 methodsTwo 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.ResultsThe 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).ConclusionThese 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.