Berufliche Selbstregulation im Hochschulstudium: Der Zusammenhang mit Persönlichkeit und subjektivem Wohlbefinden
Occupational Self-Regulation in University Education: The Relationship with Big-Five Personality Dimensions and Subjective Well-Being
Uta Klusmann, Ulrich Trautwein, Oliver Lüdtke und Janina Roloff Henoch
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Uta Klusmann, Ulrich Trautwein, Oliver Lüdtke, Janina Roloff Henoch, Berufliche Selbstregulation im Hochschulstudium: Der Zusammenhang mit Persönlichkeit und subjektivem Wohlbefinden (2016), Beltz Juventa, 69469 Weinheim, ISSN: 0340-4099, 2016 #01, S.25
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Beschreibung / Abstract
Die berufliche Selbstregulation beschreibt die Fähigkeit, adaptiv mit den eigenen Ressourcen haushalten zu können, und stellt im beruflichen Kontext eine wichtige Voraussetzung für erfolgreiches professionelles Handeln dar. Interindividuelle Unterschiede in der beruflichen Selbstregulation zeigen sich allerdings nicht erst im beruflichen Kontext, sondern bereits in der Phase des Hochschulstudiums. Die vorliegende Arbeit untersucht den Zusammenhang zwischen beruflicher Selbstregulation und allgemeinen Persönlichkeitsmerkmalen sowie dem subjektiven Wohlbefinden bei Hochschulstudierenden. Die Analysestichprobe bestand aus 1 349 Studierenden, die im Rahmen der längsschnittlich angelegten Studie Transformation des Sekundarschulsystems und akademische Karrieren (TOSCA) befragt worden waren. Insbesondere Neurotizismus und Gewissenhaftigkeit konnten interindividuelle Unterschiede in der beruflichen Selbstregulation vorhersagen, wohingegen Merkmale des Studiums keinen Zusammenhang mit der beruflichen Selbstregulation aufwiesen. Studierende mit einem guten Ressourcenmanagement zeigten erwartungskonform das höchste Wohlbefinden im Studium. Sie fühlten sich durch das Studium wenig belastet und zeigten eine vergleichsweise hohe Zufriedenheit mit ihrem Studium und ihrem Leben. Die Ergebnisse werden hinsichtlich ihrer Bedeutung für die Hochschulbildung diskutiert.
Schlüsselwörter: Hochschulstudium, professionelle Kompetenz, Selbstregulation, Wohlbefinden, Persönlichkeit
Occupational self-regulation describes the ability to budget personal resources in the professional context. It has been shown to be relevant for professional performance and well-being. Individual differences in occupational self-regulation already become apparent in the phase of university education. The present study investigates the relation between occupational selfregulation and general personality characteristics as well as the well-being of university students. Data were obtained from a sample of 1 349 university students who took part in the longitudinal study Transformation of Secondary School Systems and Academic Careers (TOSCA). Particularly, neuroticism and conscientiousness predicted occupational self-regulation, while aspects of university education did not. In line with our expectations, students who were able to budget their personal resources reported the highest well-being. They felt less stressed and were comparatively satisfied with their life and studies. Consequences for higher education are discussed.
Keywords: Higher education, professional competence, self-regulation, well-being, personality
Schlüsselwörter: Hochschulstudium, professionelle Kompetenz, Selbstregulation, Wohlbefinden, Persönlichkeit
Occupational self-regulation describes the ability to budget personal resources in the professional context. It has been shown to be relevant for professional performance and well-being. Individual differences in occupational self-regulation already become apparent in the phase of university education. The present study investigates the relation between occupational selfregulation and general personality characteristics as well as the well-being of university students. Data were obtained from a sample of 1 349 university students who took part in the longitudinal study Transformation of Secondary School Systems and Academic Careers (TOSCA). Particularly, neuroticism and conscientiousness predicted occupational self-regulation, while aspects of university education did not. In line with our expectations, students who were able to budget their personal resources reported the highest well-being. They felt less stressed and were comparatively satisfied with their life and studies. Consequences for higher education are discussed.
Keywords: Higher education, professional competence, self-regulation, well-being, personality