Both PSD dimensions explain variance in study engagement and subjective well-being beyond core self-evaluations and PsyCap, with designing competition contributing most to engagement¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Designing fun and designing competition each predicted study engagement and subjective well-being over and above personal resources. → Costantini 2025

Evidence¶

Costantini 2025¶

Costantini, A., Bakker, A. B., & Scharp, Y. S. (2025). Playful Study Design: A Novel Approach to Enhancing Student Well-Being and Academic Performance. Educational Psychology Review. https://doi.org/10.1007/s10648-025-10022-6

q3 · i? · associational · r2

Hierarchical regressions on the full Study 1 sample (N = 753) tested incremental validity for well-being outcomes. The article reports "both PSD dimensions explained significant variance in study engagement and subjective well-being beyond CSE and PsyCap," with competition the strongest engagement predictor.

"both PSD dimensions explained significant variance in study engagement and subjective well-being beyond CSE and PsyCap, with designing competition contributing the most to study engagement, supporting Hypotheses 5a and 5b."

Discussion¶

Related Claims¶

• Designing fun explains additional variance in peer interactions and popularity beyond core self-evaluations and PsyCap, whereas designing competition does not — related
• PSD dimensions correlate with trait curiosity, and playfulness correlates with designing fun but not designing competition, supporting the scale's convergent and discriminant validity — related
• A quasi-experimental PSD training intervention increased students' use of fun and competition when studying, with greater active learning, study task proactivity and absorption over time — related
• Playful study design is measured as a two-dimensional construct of designing fun and designing competition, supported by exploratory and confirmatory factor analyses — related
• Locus of control is negatively correlated with and predicts subjective well-being, ranking second after self-esteem — related
• Exam grades correlate positively with designing competition and near-zero with designing fun in the Study 1 correlation table — related
• Playful study design fosters engagement, flow, and goal attainment, with strongest effects for students high in proactive personality — related