How and when goal-oriented self-regulation improves college students’ well-being: A weekly diary study

Abstract

This study investigates how (i.e., through what mechanism) and when (i.e., under what conditions) goal-oriented self-regulation behaviors improve college students’ psychological well-being. On the basis of data from 74 s-year Chinese college students in a weekly diary study (296 observations), we conducted a moderated mediation model and found that goal-oriented self-regulations behaviors (i.e., planning, monitoring, controlling, and reflecting) were positively related to college students’ psychological well-being through increased academic performance. Further, such an indirect effect was stronger when college students’ optimism and social support were high. This study contributes to student development and self-regulation literature by underscoring that academic performance plays a vital intermediate role in the relationship between self-regulation behaviors and college students’ psychological well-being. Besides, we highlight that optimism and social support act as important personal and social resources for college students that can better unleash the positive effects of goal-oriented self-regulation behaviors.