Differential effects of resource availability and usage on learning, achievement, and subjective well-being
Resources play a crucial role in developmental processes. However, assessments often fail to distinguish between resource availability and their active use in driving change or sustaining a system state, even though possessing resources should not be sufficient to achieve desired outcomes. This arti...
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2025-12-01
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| Series: | Cogent Education |
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| Online Access: | https://www.tandfonline.com/doi/10.1080/2331186X.2025.2501440 |
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| author | Bettina Harder |
| author_facet | Bettina Harder |
| author_sort | Bettina Harder |
| collection | DOAJ |
| description | Resources play a crucial role in developmental processes. However, assessments often fail to distinguish between resource availability and their active use in driving change or sustaining a system state, even though possessing resources should not be sufficient to achieve desired outcomes. This article systematically compares resource availability versus usage for the first time, drawing on the theory of educational and learning capital (Ziegler & Baker, 2013) and examining their correlates across two studies.Study 1 (N = 64 university students, 87.5% female, Mage = 23.3 years) analyzed the relationship between resource facets, self-regulation of the learning process, and implemented learning strategies. Study 2 (N = 120 Ph.D. students, 40% female, Mage = 28.43 years) examined the resource facets in relation to deliberate practice, academic achievement, adaptation to their field (DILA), and subjective well-being.Results from Study 1 highlighted the importance of utilizing environmental resources in the learning process. In Study 2, usage did not dominate predictions of learning and achievement, while results also indicated that subjective well-being depended more on resource availability, possibly because gathering resources provides security in the face of anticipated life challenges. These findings provide new insights into resource dynamics and directions for future research. |
| format | Article |
| id | doaj-art-a9fe477f09c041b88591ad07e42fee34 |
| institution | Kabale University |
| issn | 2331-186X |
| language | English |
| publishDate | 2025-12-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Education |
| spelling | doaj-art-a9fe477f09c041b88591ad07e42fee342025-08-20T03:48:26ZengTaylor & Francis GroupCogent Education2331-186X2025-12-0112110.1080/2331186X.2025.2501440Differential effects of resource availability and usage on learning, achievement, and subjective well-beingBettina Harder0Department of Psychology, Friedrich-Alexander-Universität Erlangen-Nürnberg, Nürnberg, GermanyResources play a crucial role in developmental processes. However, assessments often fail to distinguish between resource availability and their active use in driving change or sustaining a system state, even though possessing resources should not be sufficient to achieve desired outcomes. This article systematically compares resource availability versus usage for the first time, drawing on the theory of educational and learning capital (Ziegler & Baker, 2013) and examining their correlates across two studies.Study 1 (N = 64 university students, 87.5% female, Mage = 23.3 years) analyzed the relationship between resource facets, self-regulation of the learning process, and implemented learning strategies. Study 2 (N = 120 Ph.D. students, 40% female, Mage = 28.43 years) examined the resource facets in relation to deliberate practice, academic achievement, adaptation to their field (DILA), and subjective well-being.Results from Study 1 highlighted the importance of utilizing environmental resources in the learning process. In Study 2, usage did not dominate predictions of learning and achievement, while results also indicated that subjective well-being depended more on resource availability, possibly because gathering resources provides security in the face of anticipated life challenges. These findings provide new insights into resource dynamics and directions for future research.https://www.tandfonline.com/doi/10.1080/2331186X.2025.2501440Resourceseducational and learning capitallearningachievementsubjective well-beingTeachers & Teacher Education |
| spellingShingle | Bettina Harder Differential effects of resource availability and usage on learning, achievement, and subjective well-being Cogent Education Resources educational and learning capital learning achievement subjective well-being Teachers & Teacher Education |
| title | Differential effects of resource availability and usage on learning, achievement, and subjective well-being |
| title_full | Differential effects of resource availability and usage on learning, achievement, and subjective well-being |
| title_fullStr | Differential effects of resource availability and usage on learning, achievement, and subjective well-being |
| title_full_unstemmed | Differential effects of resource availability and usage on learning, achievement, and subjective well-being |
| title_short | Differential effects of resource availability and usage on learning, achievement, and subjective well-being |
| title_sort | differential effects of resource availability and usage on learning achievement and subjective well being |
| topic | Resources educational and learning capital learning achievement subjective well-being Teachers & Teacher Education |
| url | https://www.tandfonline.com/doi/10.1080/2331186X.2025.2501440 |
| work_keys_str_mv | AT bettinaharder differentialeffectsofresourceavailabilityandusageonlearningachievementandsubjectivewellbeing |