Regulatory Focus and Grit in Senior High School Students: The Mediating Role of Academic Emotions

Abstract

Abstract: This study aims to explore the relationships among senior high school students′ grit, regulatory focus and academic emotions. 644 middle school students were investigated by questionnaires．The results revealed that: 1)male high school students′ grit level was significantly higher than female high school students′, so was the grit level of high school students of grade 1 compared to grade 2; 2)the relationship between regulatory focus and grit was not necessarily direct, but moderated by academic emotions. Specifically promotion focus can strengthened grit through the mediation effect of cheerfulness, while reducing grit through the mediation effect of dejection; prevention focus could reduce grit through the mediation effect of agitation, however, the mediation effect of satisfaction was not significant.

Key words: senior high school students, regulatory focus, academic emotions, grit.

摘要： 对644名高一、高二学生进行调节聚焦、毅力和学业情绪的问卷调查，以探讨高中生毅力水平与调节聚焦和学业情绪之间的关系。结果显示：（1）高中男生的毅力水平显著高于女生，高一年级学生的毅力水平显著高于高二年级；（2）高中生的调节聚焦并不完全直接导致毅力的增强或降低，而是通过学业情绪作为中介而间接影响毅力的。促进定向通过高兴的中介作用而增强毅力，通过沮丧的中介作用而降低毅力；预防定向通过生气的中介作用而降低毅力，但是满足的中介作用不显著。

关键词: 高中生, 调节聚焦, 学业情绪, 毅力。

CLC Number:

B844

Tang Ming, Liu Rude, Gao Qin, Zhuang Hongjuan, Wei Jun, Di Miaoci. Regulatory Focus and Grit in Senior High School Students: The Mediating Role of Academic Emotions[J]. Studies of Psychology and Behavior, 2016, 14(4): 479-485.

唐铭, 刘儒德, 高钦, 庄鸿娟, 魏军, 邸妙词. 调节聚焦对高中生毅力水平的影响：学业情绪的中介作用*[J]. 心理与行为研究, 2016, 14(4): 479-485.

References

[1] 董妍, 俞国良.(2007). 青少年学业情绪问卷的编制及应用. 心理学报, 39(5), 852-860.
[2] 刘玉霞, 金心怡, 蔡玉荣, 何洁.(2011). 幼儿的坚持性与执行功能和负性情绪的关系. 应用心理学, 17(2), 185-192..
[3] 孙芳萍, 陈传锋.(2010). 学业情绪与学业成绩的关系及其影响因素研究. 心理科学, (1), 204-206.
[4] 魏军, 刘儒德, 何伊丽, 唐铭, 邸妙词, 庄鸿娟.(2014). 小学生学习坚持性和学习投入在效能感、内在价值与学业成就关系中的中介作用. 心理与行为研究, 12(3), 326-332.
[5] 姚琦, 马华维, 乐国安.(2010). 期望与绩效的关系: 调节定向的调节作用. 心理学报, 42(6), 704-714.
[6] 俞国良, 董妍.(2005). 学业情绪研究及其对学生发展的意义. 教育研究, 26(10), 39-43.
[7] 张林, 张向葵.(2003). 中学生学习策略运用、学习效能感、学习坚持性与学业成就关系的研究. 心理科学, 26(4), 603-607.
[8] 朱丽芳.(2005). 大学生学业自我概念、成就目标定向与学习坚持性的关系研究. 硕士, 湖南师范大学.
[9] Ainley, M., Corrigan, M., & Richardson, N.(2005). Students, tasks and emotions: Identifying the contribution of emotions to students′ reading of popular culture and popular science texts. Learning and Instruction, 15(5), 433-447.
[10] Baas, M., De Dreu, C. K. W., & Nijstad, B. A.(2008). A meta-analysis of 25 years of mood-creativity research: Hedonic tone, activation, or regulatory focus? Psychological Bulletin, 134(6), 779-806.
[11] Brockner, J., & Higgins, E. T.(2001). Regulatory focus theory: Implications for the study of emotions at work. Organizational Behavior and Human Decision Processes, 86(1), 35-66.
[12] Brown, S. D., Tramayne, S., Hoxha, D., Telander, K., Fan, X., & Lent, R. W.(2008). Social cognitive predictors of college students′ academic performance and persistence: A meta-analytic path analysis. Journal of Vocational Behavior, 72(3), 298-308.
[13] Dholakia, U. M., Gopinath, M., Bagozzi, R. P., & Nataraajan, R.(2006). The Role of Regulatory Focus in the Experience and Self-Control of Desire for Temptations. Journal of Consumer Psychology, 16(2), 163-175.
[14] Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R.(2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6), 1087-1101.
[15] Edmiston, R. W., & Jackson, L. A.(1949). The relationship of persistence to achievement. Journal of Educational Psychology, 40(1), 47.
[16] Frster, J., Grant, H., Idson, L. C., & Higgins, E. T.(2001). Success/failure feedback, expectancies, and approach/avoidance motivation: How regulatory focus moderates classic relations. Journal of Experimental Social Psychology, 37(3), 253-260.
[17] Fredrickson, B. L.(2004). The broaden-and-build theory of positive emotions. Philosophical Transactions-royal Society of London Series B, Biological Sciences, 1367-1378.
[18] Freitas, A. L., Liberman, N., & Higgins, E. T.(2002). Regulatory fit and resisting temptation during goal pursuit. Journal of Experimental Social Psychology, 38(3), 291-298.
[19] Higgins, E. T.(1997). Beyond Pleasure and Pain. American Psychologist, 52(12), 1280-1300.
[20] Higgins, E. T.(2001). Promotion and prevention experiences: Relating emotions to nonemotional motivational states. In J. P. Forgas(Ed.), Handbook of affect and social cognition.(pp. 186-211)Lawrence Erlbaum Associates.
[21] Higgins, E. T.(2008). Culture and personality: Variability across universal motives as the missing link. Social and Personality Psychology Compass, 2(2), 608-634.
[22] Higgins, E. T., Shah, J., & Friedman, R.(1997). Emotional responses to goal attainment: Strength of regulatory focus as moderator. J Pers Soc Psychol, 72(3), 515-525.
[23] Idson, L. C., Liberman, N., & Higgins, E. T.(2000). Distinguishing Gains from Nonlosses and Losses from Nongains: A Regulatory Focus Perspective on Hedonic Intensity. Journal of Experimental Social Psychology, 36(3), 252-274.
[24] Krapp, A.(2005). Basic needs and the development of interest and intrinsic motivational orientations. Learning and Instruction, 15(5), 381-395.
[25] Lent, R. W., Brown, S. D., & Larkin, K. C.(1984). Relation of self-efficacy expectations to academic achievement and persistence. Journal of Counseling Psychology, 31(3), 356.
[26] Li, W.(2004). Examining the relationships between ability conceptions, intrinsic motivation, persistence, and performance., Louisiana State University.
[27] Liberman, N., Idson, L. C., Camacho, C. J., & Higgins, E. T.(1999). Promotion and prevention choices between stability and change. Journal of Personality and Social Psychology, 7 (6), 1135.
[28] Lockwood, P., Jordan, C. H., & Kunda, Z.(2002). Motivation by positive or negative role models: regulatory focus determines who will best inspire us. Journal of Personality and Social Psychology, 83(4), 854.
[29] Meinhardt, J., & Pekrun, R.(2003). Attentional resource allocation to emotional events: An ERP study. Cognition & Emotion, 17(3), 477-500.
[30] Molden, D. C., & Higgins, E. T.(2004). Categorization under uncertainty: Resolving vagueness and ambiguity with eager versus vigilant strategies. Social Cognition, 22(2), 248-277.
[31] Multon, K. D., Brown, S. D., & Lent, R. W.(1991). Relation of self-efficacy beliefs to academic outcomes: A meta-analytic investigation. Journal of Counseling Psychology, 38(1), 30.
[32] Pekrun, R., Goetz, T., Titz, W., & Perry, R. P.(2002). Academic emotions in students′ self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37(2), 91-105.
[33] Pelletier, L. G., Fortier, M. S., Vallerand, R. J., & Briere, N. M.(2001). Associations among perceived autonomy support, forms of self-regulation, and persistence: A prospective study. Motivation and Emotion, 25(4), 279-306.
[34] Rayle, A. D., Robinson Kurpius, S. E., & Arredondo, P.(2006). Relationship of self-beliefs, social support, and university comfort with the academic success of freshman college women. Journal of College Student Retention: Research, Theory and Practice, 8(3), 325-343.
[35] Ravaja, N., Kallinen, K., Saari, T., & Keltikangas-Jarvinen, L.(2004). Suboptimal exposure to facial expressions when viewing video messages from a small screen: Effects on emotion, attention, and memory. Journal of Experimental Psychology: Applied, 10(2), 120-131.
[36] Rusu, A., Hojbota, A. M., & Constantin, T.(2013). Beyond the asymmetries between pleasure and pain. An exploratory study of the links between regulatory focus, trait affectivity and motivational persi. Annals of the AI. i. Cuza. University Psychology, 22(1), 89-102.
[37] Thornton, G. R.(1941). The use of tests of persistence in the prediction of scholastic achievement. Journal of Educational Psychology, 32(4), 266.
[38] Tracey, T. J., & Robbins, S. B.(2006). The interest–major congruence and college success relation: A longitudinal study. Journal of Vocational Behavior, 69(1), 64-89.
[39] Vansteenkiste, M., Lens, W., & Deci, E. L.(2006). Intrinsic versus extrinsic goal contents in self-determination theory: Another look at the quality of academic motivation. Educational Psychologist, 41(1), 19-31.
[40] Wyer Jr, R. S.(1968). Effects of task reinforcement, social reinforcement, and task difficulty on perseverance in achievement-related activity. Journal of Personality and Social Psychology, 8(3p1), 269.
[41] Zhang, Y., & Mittal, V.(2007). The attractiveness of enriched and impoverished options: Culture, self-construal, and regulatory focus. Personality and Social Psychology Bulletin.