Moderating effects of achievement striving and situational optimism on the relationship between ability and performance outcomes of college students

Student performance has become an increasingly important topic in higher education as it relates to retention and graduation rates and as university administrators place emphasis on performance as the basis for budgeting. The purpose of this research was to determine to what extent students' ability, achievement striving, and situational optimism influence performance outcomes and to investigate the interactive effects of ability and achievement striving as well as ability and situational optimism on student performance outcomes. Study results and implications for institute of higher education and classroom instructions are also discussed.