Maximizing academic success: Introducing the concept of optimized functioning

Abstract

This research article reports on two correlational studies that examined the notion of 'optimized functioning'. Optimized functioning, introduced in a recent published study, offers an alternative approach into the understanding of optimization. Optimized functioning is proposed to consist of four distinctive components: personal resolve, pathways and means, social milieu, and effective functioning. Study 1 ('N' = 259) involved a factor analysis of the Optimized Functioning Questionnaire (OFQ). EFA and CFA procedures were used and the produced findings indicate support for a correlated four-factor model. Study 2 ('N' = 239) focused on the potential impacts of the four components of optimized functioning on personal well-being and academic engagement. For personal well-being in school contexts, we focused on two major attributes that encourage deep, meaningful learning: interest in learning tasks and motivation towards learning. SEM procedures produced a number of notable findings, such as (i) the positive differential impacts of the four components on optimized functioning on adaptive outcomes (e.g., the positive impact of effective functioning on academic engagement), and (ii) identification of trajectories that result in enhanced learning outcome (e.g., the direct impact of personal resolve on achievement outcome, mediated via interest in learning tasks and then academic engagement).