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Jotting down notes or preparing for the future? Action identification and academic performance

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Abstract

The purpose of the present study was both to extend the performance optimality hypothesis of action identification theory to the realm of education and to examine the indirect role of action identification levels and action maintenance difficulty on the relationship between initial and final performance. Results demonstrated that students’ final performance is related to their initial performance and that this relationship is mediated by the way they identify the action of “attending a class”, which is itself inconsistently mediated by action maintenance difficulty. These findings pave the way for new educational applications in order to improve students’ academic performance.

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Authors and Affiliations

  1. University of Caen (NIMEC, EA 969), IUT-Boulevard Maréchal Juin, 14 032, Caen Cedex, France

    Jessica Mange & Cécile Sénémeaud

  2. University of Rennes 2 (CRPCC-LAUREPS, EA 1285), Rennes, France

    Nicolas Michinov

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  1. Jessica Mange
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  2. Cécile Sénémeaud
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  3. Nicolas Michinov
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Correspondence to Jessica Mange.

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Mange, J., Sénémeaud, C. & Michinov, N. Jotting down notes or preparing for the future? Action identification and academic performance. Soc Psychol Educ 16, 151–164 (2013). https://doi.org/10.1007/s11218-012-9205-3

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  • DOI: https://doi.org/10.1007/s11218-012-9205-3

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