Berufliche Selbstregulation im Hochschulstudium: Der Zusammenhang mit Persönlichkeit und subjektivem Wohlbefinden

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.