The Impact of Optimized Functioning: Establishing a Conceptualization for Further Consideration

Abstract

Progressive education, as a form of research development, may encompass the study of schooling and personal well-being experiences. Am I enjoying school? What can I do to achieve my personal best? The empirical literature, to date, has provided some major theoretical orientations that make attempts to predict, explain, and enhance individuals' learning in achievement contexts. We recently introduced a newly developed concept, titled: 'optimized functioning'. Optimized functioning, based on Fraillon's (2004) theoretical review of the notion of optimization, is conceptualized as being multifaceted, and consists of four distinctive components (Phan, In press-2015b): (i) personal resolve, (ii) effective functioning, (iii) pathways and means, and (iv) school experiences. To date, in terms of empirical support, our preliminary research studies have produced some interesting findings, such as the differential influences of the four aforementioned components on various educational outcomes (e.g., effective functioning → mastery-approach goal orientation). This seminal chapter, theoretical in its contributions, discusses the articulation and conceptualization of optimized functioning. We also introduce readers to the development of an inventory that measures the four components of optimized functioning: the Academic Optimized Functioning Questionnaire (AOFQ). Our overview of this topical theme is of significance, especially in terms of providing a basis for continuing research development (e.g., the impact of general optimized functioning in human agency) and consideration of educational practices for implementation. We contend there is credence, based on our preliminary research findings (Phan, In press-2015a, In press-2015b), to incorporate this academic well-being construct within the overall schooling system. In its totality, similar to other motivational tenets, optimized functioning may serve to explain individuals' thought patterns, cognition, and motivation.