Social Psychology of Education

, Volume 16, Issue 1, pp 151–164 | Cite as

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

  • Jessica Mange
  • Cécile Sénémeaud
  • Nicolas Michinov
Article

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.

Keywords

Action identification Action maintenance difficulty Performance optimality hypothesis Academic performance 

References

  1. Aiken L. S., West S. G. (1991) Multiple regression: Testing and interpreting interactions. Sage, Newbury Park, CAGoogle Scholar
  2. Arbuckle, J. L. (2005). Amos 6.0 user’s guide. Chicago: SPSS.Google Scholar
  3. Bandura A., Schunk D. H. (1981) Cultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation. Journal of Personality and Social Psychology 41(3): 586–598. doi:10.1037//0022-3514.41.3.586 CrossRefGoogle Scholar
  4. Betts L. R., Elder T. J., Hartley J., Blurton A. (2008) Predicting university performance in psychology: The role of previous performance and discipline specific knowledge. Educational Studies 34(5): 543–556. doi:10.1080/03055690802288528 CrossRefGoogle Scholar
  5. Beukeboom C. J., Semin G. R. (2005) Mood and representations of behavior: The how and the why. Cognition & emotion 19(8): 1242–1251. doi:10.1080/02699930500203369 CrossRefGoogle Scholar
  6. Dar R., Katz H. (2005) Action identification in obsessive-compulsive washers. Cognitive Therapy and Research 29((3): 333–341. doi:10.1007/s10608-005-4266-5 CrossRefGoogle Scholar
  7. French Minister of research and University. (2007). Plan pluri-annuel pour la réussite en licence. Retrieved on December, the 12th, 2011 from http://media.enseignementsup-recherche.gouv.fr/file/Communiques/01/8/orientationlicence_21018.pdf.
  8. Hu L., Bentler P. M. (1999) Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling 6(1): 1–55. doi:10.1080/10705519909540118 CrossRefGoogle Scholar
  9. Hunt, G. W., & Hoyer, W. D. (1993). Action identification theory: An examination of consumers behavioral representations. In L. M. McAlister & M. L. Rotschild (Eds.), Advances in consumer research (Vol. 20, pp. 449–454).Google Scholar
  10. Liberman N., Trope Y. (1998) The role of feasibility and desirability considerations in near and distant future decisions: A test of temporal construal theory. Journal of Personality and Social Psychology 75(1): 5–18. doi:10.1037/0022-3514.75.1.5 CrossRefGoogle Scholar
  11. MacKinnon D. P., Fairchild A. J., Fritz M. S. (2007) Mediation analysis. Annual Review of Psychology 58: 593–614. doi:10.1146/annurev.psych.58.110405.085542 CrossRefGoogle Scholar
  12. Pintrich P. R., Schunk D. H. (2002) Motivation in education: Theory, research, and applications (2nd ed.). Merrill-Prentice Hall, Columbus, OHGoogle Scholar
  13. Trope Y., Liberman N. (2003) Temporal construal. Psychological Review 110(3): 403–421. doi:10.1037/0033-295X.110.3.403 CrossRefGoogle Scholar
  14. Trope Y., Liberman N., Wakslak C. J. (2007) Construal levels and psychological distance: Effects on representation, prediction, evaluation, and behavior. Journal of Consumer Psychology 17(2): 83–95. doi:10.1016/S1057-7408(07)70013-X CrossRefGoogle Scholar
  15. Vallacher R. R., Wegner D. M. (1985) A theory of action identification. Lawrence Erlbaum Associates, Hillsdale, NJGoogle Scholar
  16. Vallacher R. R., Wegner D. M. (1987) What do people think they’re doing? Action identification and human behavior. Psychological Review 94(1): 3–15. doi:10.1037//0033-295X.94.1.3 CrossRefGoogle Scholar
  17. Vallacher R. R., Wegner D. M. (1989) Levels of personal agency: Individual variation in action identification. Journal of Personality and Social Psychology 57(4): 660–671. doi:10.1037/0022-3514.57.4.660 CrossRefGoogle Scholar
  18. Vallacher R. R., Wegner D. M., McMahan S. C., Cotter J., Larsen K. A. (1992) On winning friends and influencing people: Action identification and self-presentation success. Social Cognition 10(3): 335–355. doi:10.1521/soco.1992.10.3.335 CrossRefGoogle Scholar
  19. Vallacher R. R., Wegner D. M., Somoza M. (1989) That’s easy for you to say: Action identification and speech fluency. Journal of Personality and Social Psychology 56(2): 199–208. doi:10.1037//0022-3514.56.2.199 CrossRefGoogle Scholar
  20. Wegner, D. M., Connally, D., Shearer, D., & Vallacher, R. R. (1983a). Disruption and identifications of the act of eating. Research Data (unpublished).Google Scholar
  21. Wegner, D. M., Kyser, G., & Vallacher, R. R. (1983b). Identification of the act of using glaucoma medication. Research data (unpublished).Google Scholar
  22. Wegner, D. M., Richard, M. & Vallacher, R. R. (1982). Identification of the act of rearing a child. Research Data (unpublished).Google Scholar
  23. Wegner, D. M., & Vallacher, R. R. (1983). Action identification level and maintenance indicators ratings. Research Data (unpublished).Google Scholar
  24. Wegner D. M., Vallacher R. R., Dizadji D. (1989) Do alcoholics know what they’re doing? Identifications of the act of drinking. Basic and Applied Social Psychology 10(3): 197–210. doi:10.1207/s15324834basp1003_1 CrossRefGoogle Scholar
  25. Wegner, D. M., Vallacher, R. R., Ewert, J., & Reno, L. (1983). Knowing what one is doing: Action identification and self-control. Trinity University (unpublished manuscript).Google Scholar
  26. Wegner D. M., Vallacher R. R., Kiersted G., Dizadji D. (1986) Action identification in the emergence of social behavior. Social Cognition 4(1): 18–38. doi:10.1521/soco.1986.4.1.18 CrossRefGoogle Scholar
  27. Woolley A. W. (2009) Putting first things first: Outcome and process focus in knowledge work teams. Journal of Organizational behavior 30(3): 427–452. doi:10.1002/job.578 CrossRefGoogle Scholar
  28. Woolley A. W. (2009) Means versus ends: Implications of outcome and process focus for team adaptation and performance. Organization Science 20(3): 500–515. doi:10.1287/orsc.1080.0382 CrossRefGoogle Scholar

Copyright information

© Springer Science+Business Media Dordrecht 2012

Authors and Affiliations

  • Jessica Mange
    • 1
  • Cécile Sénémeaud
    • 1
  • Nicolas Michinov
    • 2
  1. 1.University of Caen (NIMEC, EA 969)Caen CedexFrance
  2. 2.University of Rennes 2 (CRPCC-LAUREPS, EA 1285)RennesFrance

Personalised recommendations