A moderated mediation analysis of conscientiousness, time management strategies, effort regulation strategies, and university students' performance

This paper examined the interplay of conscientiousness, two categories of learning strategies (i.e., time management and effort regulation), and academic performance in higher education. Based on data from two samples of first-year students ( N 1 = 106; N 2 = 355), we aimed to validate previous results on a mediation model using a repeated measurement design. Second, we aimed to extend prior research by testing the hypothesis that the mediation process is conditional on the level of conscientiousness. Results of both studies indicate that the effect of conscientiousness on academic performance is mediated by using effort regulation strategies and time management strategies. Furthermore, for effort regulation strategies, the effect is moderated: the effect vanishes when conscientiousness is low (though this effect occurred only in Study 2). This study sheds light on the mechanisms through which both conscientiousness and the use of relevant learning strategies affect academic performance and implies practical applications to assist with greater achievement in higher education. • We examined the interplay of conscientiousness, learning strategies, and academic performance. • The effect of conscientiousness on academic performance was mediated by the learning strategies. • High levels of conscientiousness activated the indirect effect via the use of effort regulation strategies. • The indirect effect via the use of time management strategies was not dependent on the level of conscientiousness.