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Ma Y, Zuo M, Gao R, Yan Y, Luo H. Interrelationships among College Students' Perceptions of Smart Classroom Environments, Perceived Usefulness of Mobile Technology, Achievement Emotions, and Cognitive Engagement. Behav Sci (Basel) 2024; 14:565. [PMID: 39062388 PMCID: PMC11273400 DOI: 10.3390/bs14070565] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/11/2024] [Revised: 06/27/2024] [Accepted: 07/02/2024] [Indexed: 07/28/2024] Open
Abstract
Cognitive engagement is a crucial factor that shapes successful learning outcomes, but our understanding of the factors that influence such engagement in the smart classroom context remains limited. This study aims to narrow this research gap by exploring the relationships among college students' perceptions of the smart learning environment, perceived usefulness of mobile technology, achievement emotions, and cognitive engagement. A total of 1293 college students completed an online questionnaire survey, and 1076 valid responses were received. Structural equation modeling was used to analyze the interrelationships among these factors. The results revealed that students' perceptions of the smart classroom environment and perceived usefulness of mobile technology as well as two achievement emotions (pride and anxiety) significantly impact cognitive engagement. Both pride and anxiety act as mediators in the relationships among perceptions of smart classroom environments, the perceived usefulness of mobile technology, and cognitive engagement, in which context the mediating effect of pride is stronger than that of anxiety. These findings have practical implications for instructors, who should focus on implementing strategies that promote positive achievement emotions when students use mobile technology in smart classrooms. Additionally, these findings can inform the design and construction of smart classroom environments. Moreover, our study has limitations due to reliance on online data collection and self-reported data, which may introduce biases and measurement errors. Future research should incorporate multimodal data and advanced technologies for a comprehensive assessment to better understand students' engagement in smart learning environments, while also considering individual factors and the educational context to enhance the effectiveness of mobile technology in supporting students' emotions and achievement.
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Affiliation(s)
- Yunpeng Ma
- Department of Education Science, Zhoukou Normal University, Zhoukou 466001, China
- Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan 430074, China
| | - Mingzhang Zuo
- Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan 430074, China
| | - Ruiyang Gao
- Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan 430074, China
| | - Yujie Yan
- Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan 430074, China
| | - Heng Luo
- Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan 430074, China
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Matar Hasan Alharbi W. Actions speak louder than words: modifications of the applied academic books and their reflections on students' academic success, academic enjoyment, and academic resilience. BMC Psychol 2024; 12:151. [PMID: 38491370 PMCID: PMC10943760 DOI: 10.1186/s40359-024-01650-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/18/2024] [Accepted: 03/07/2024] [Indexed: 03/18/2024] Open
Abstract
Innovation is the process of renewing and updating a domain, a product, or a service by introducing new methods, introducing new techniques, or generating effective concepts to produce new value. Considering universal as well as local books, a teacher may find some sections that need modifications and supportive sections. These changes may have an impact on language learners' emotional and/or cognitive development. The purpose of this research was to shed light on the use of creative activities and their consequences on academic enjoyment, academic resilience, and academic performance. To that purpose, two groups of EFL (English as a foreign language) learners from Saudi Arabia (public schools) participated in this research and were requested to take pre-and post-tests to assess their level of academic engagement, academic resilience, and academic performance in language skills. According to the data analysis via the Multivariate Analysis of Variance (MANOVA), the experimental group outperformed their counterparts in the control group in terms of academic enjoyment, resilience, and academic performance due to considered modifications in the applied academic books. The study's pedagogical ramifications are highlighted in the conclusion.
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Affiliation(s)
- Wael Matar Hasan Alharbi
- Department of Arabic Language, College of Education in Al-kharj, Prince Sattam bin Abdulaziz University, Al-kharj, Saudi Arabia.
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3
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Chen D, Xu B, Chen J. The association between domestic violence exposure and cyberbullying behavior among secondary school students. Front Psychiatry 2023; 14:1302477. [PMID: 38188055 PMCID: PMC10766691 DOI: 10.3389/fpsyt.2023.1302477] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/26/2023] [Accepted: 12/08/2023] [Indexed: 01/09/2024] Open
Abstract
Introduction Cyberbullying could have a severe and long-term impact on the physical and mental health of secondary school students because of its characteristics of being hidden, repetitive, and exceeding the limitations of time and space, thus attracting widespread attention. Among the many environmental factors, family was the immediate environment where secondary school students live. Violent behaviors such as aggression displayed by other subjects in the family environment could trigger aggressive behaviors among secondary school students, and the indirectness of the online environment intensifies this tendency. Methods This study used the Cyberbullying Scale, the Domestic Violence Exposure Scale, the Depression Scale, and the Brief Self-Control Scale to conduct a questionnaire survey of 10,273 secondary school students in 12 secondary schools from Liaoning, Zhejiang, and Henan provinces in China to explore the relationship and internal mechanisms between domestic violence exposure and cyberbullying behavior among secondary school students. Results This study found that (1) domestic violence exposure has a significant positive associated with cyberbullying behavior among secondary school students; (2) the mediating effect of depression partially exists between domestic violence exposure and cyberbullying behavior among secondary school students; (3). self-control alleviated the effects of domestic violence exposure on cyberbullying among secondary school students but intensified the effects of depression on cyberbullying among secondary school students. Discussion The results suggest that while focusing on the association of domestic violence exposure with cyberbullying among secondary school students, it is also necessary to pay attention to the mediating effect of depression and the mitigating and intensifying mechanisms of self-control, resulting in a notable weakening effect on cyberbullying among secondary school students.
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Affiliation(s)
- Di Chen
- School of Criminology, People's Public Security University of China, Beijing, China
| | - Boyang Xu
- School of Criminal Justice, China University of Political Science and Law, Beijing, China
| | - Jing Chen
- College of Humanities & Social Sciences, Huazhong Agricultural University, Wuhan, China
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Liu ZJ, Hu J, Tian Y, Xi YT. "Have to do" or "willing to do": Examining the relationship between self-control and academic emotions using experience sampling method. Heliyon 2023; 9:e20598. [PMID: 37817993 PMCID: PMC10560780 DOI: 10.1016/j.heliyon.2023.e20598] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/14/2023] [Revised: 09/26/2023] [Accepted: 09/29/2023] [Indexed: 10/12/2023] Open
Abstract
The purpose of this study was to examine the antecedents of academic emotions among university students through real-time and multilevel analyses. We explored the link between state self-control and academic emotions, the influence of self-determination on the relationship between them, and the moderating role of trait self-control. The data was collected over seven consecutive days during which university students (N = 155) completed smartphone questionnaires. Data was organized into hierarchical two-level structures, where situations (Level 1) nested within individuals (Level 2). The results showed that positive emotions were negatively predicted by state self-control while negative emotions were positively predicted by state self-control. Moreover, state self-control under low self-determination was a significant negative predictor of positive emotions, whereas high self-determination had no predictive effect on positive emotions. The relationship between self-determination and negative emotions was further moderated by trait self-control. The limitations of this study and future research directions are also discussed.
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Affiliation(s)
- Zhong-Jian Liu
- Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, Wuhan 430079, China
- School of Psychology, Central China Normal University, Wuhan 430079, China
| | - Jun Hu
- Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, Wuhan 430079, China
- School of Foreign Language, Hubei University of Technology Engineering and Technology College, China
| | - Yuan Tian
- Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, Wuhan 430079, China
- School of Psychology, Central China Normal University, Wuhan 430079, China
| | - Yu-Ting Xi
- China University of Petroleum-Beijing at Karamay, China
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Pan W, Long Y, Wang H, Yue C. More proactive but less efficient: The effect of trait self-control on emotion regulation and its neural mechanisms. Behav Brain Res 2023; 452:114567. [PMID: 37419330 DOI: 10.1016/j.bbr.2023.114567] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/31/2023] [Revised: 06/19/2023] [Accepted: 07/03/2023] [Indexed: 07/09/2023]
Abstract
Self-control is important for maintaining good health, acquiring achievement and happiness, and improving environmental adaptability. Trait self-control can affect the processing of emotional conflict in daily life and is associated with successful emotional regulation. In this study, the task functional magnetic resonance imaging (fMRI) technology was adopted to explore the emotion regulation processing and neural mechanism of individuals with different trait self-control levels. The results showed that: (a) Individuals with high self-control experienced the lower intensity of negative emotion when viewing negative emotional pictures than individuals with low self-control, showing spontaneous emotion regulation and significantly increased activity of executive control and emotion regulation networks of the brain; (b) Individuals with low self-control were more sensitive to negative emotion, and their emotion regulation effect under external instructions was better than that of individuals with high self-control. This suggests that individuals with high trait self-control were adept at using proactive control strategies to spontaneously regulate emotional conflict and experienced less emotional conflict accordingly. However, they were less effective than low self-control individuals in resolving emotional conflicts. These findings provide an important basis for our understanding of the nature and neural mechanism of self-control.
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Affiliation(s)
- Weigang Pan
- Laboratory of Emotion and Mental Health, Chongqing University of Arts and Sciences, Chongqing, China.
| | - Yihong Long
- School of Public Administration, South China University of Technology, Guangzhou, China; College of National Culture and Cognitive Science, Guizhou Minzu University, Guiyang, China
| | - Hong Wang
- Teaching Affairs Department, Chongqing Normal University, Chongqing, China
| | - Caizhen Yue
- College of National Culture and Cognitive Science, Guizhou Minzu University, Guiyang, China
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Jiao L, Jiang W, Guo Z, Xiao Y, Yu M, Xu Y. Good Personality and Subjective Well-Being During the COVID-19 Pandemic: A Three-Wave Longitudinal Study in Chinese Contexts. JOURNAL OF HAPPINESS STUDIES 2022; 24:589-606. [PMID: 36568473 PMCID: PMC9761042 DOI: 10.1007/s10902-022-00610-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 11/24/2022] [Indexed: 06/17/2023]
Abstract
Numerous studies have emphasized the importance of examining psychological distress during the COVID-19 pandemic. It is important to identify the factors that affect the influence of COVID-19 on people's mental health. The present research was a three-wave longitudinal study (N = 1495) examining the concurrent and prospective relations of good personality with subjective well-being during the COVID-19 pandemic. Results showed that good personality positively predicted the subsequent well-being after controlling for the respective autoregressive effects and Big Five personality traits. Specifically, individuals who scored higher on measures of good personality tended to maintain higher well-being in the face of COVID-19. However, subjective well-being could positively predict subsequent personality only at the first time point. In addition, the prospective effect of good personality on subjective well-being was greater than the reverse effect. These findings support the opinion that as a positive value orientation in personality, good personality has a significant positive impact on the response to the pandemic situation.
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Affiliation(s)
- Liying Jiao
- Faculty of Education, Beijing Normal University, Beijing, China
- Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education (Beijing Normal University), Faculty of Psychology, Beijing Normal University, Beijing, China
| | - Wen Jiang
- Department of Psychology, The Chinese University of Hong Kong, Hong Kong, China
| | - Zhen Guo
- Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education (Beijing Normal University), Faculty of Psychology, Beijing Normal University, Beijing, China
| | - Yue Xiao
- Department of Educational Psychology, Faculty of Education, East China Normal University, Shanghai, China
| | - Mengke Yu
- Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education (Beijing Normal University), Faculty of Psychology, Beijing Normal University, Beijing, China
| | - Yan Xu
- Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education (Beijing Normal University), Faculty of Psychology, Beijing Normal University, Beijing, China
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Liu QQ, Tu W, Shang YF, Xu XP. Unique and interactive effects of parental neglect, school connectedness, and trait self-control on mobile short-form video dependence among Chinese left-behind adolescents. CHILD ABUSE & NEGLECT 2022; 134:105939. [PMID: 36327765 DOI: 10.1016/j.chiabu.2022.105939] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/22/2021] [Revised: 09/19/2022] [Accepted: 10/15/2022] [Indexed: 06/16/2023]
Abstract
BACKGROUND Mobile short-form video is becoming increasingly popular among Chinese adolescents. Mobile short-form video dependence has become a pressing issue in Chinese adolescents, especially in left-behind adolescents. Previous studies, however, have focused on general mobile phone dependence and neglected specific types of mobile phone dependence. Few studies have explored the environmental and individual predictors of mobile short-form video dependence. OBJECTIVE Based on theoretical and empirical evidence, the present study examined the unique and interactive effects of parental neglect, school connectedness, and trait self-control on mobile short-form video dependence among Chinese left-behind adolescents. METHODS A total of 618 left-behind adolescents between 11 and 15 years of age completed the anonymous self-report survey. The PROCESS macro for SPSS was applied for data analysis. RESULTS Parental neglect was positively associated with mobile short-form video dependence, whereas school connectedness and trait self-control were negatively associated with mobile short-form video dependence in left-behind adolescents. Examination of the two-way interactions indicated that school connectedness and trait self-control could buffer the association between parental neglect and left-behind adolescents' mobile short-form video dependence. However, self-control could not moderate the association between school connectedness and mobile short-form video dependence. In addition, the three-way interaction of parental neglect, school connectedness, and trait self-control showed a significant effect on mobile short-form video dependence. The moderating role of school connectedness was stronger for left-behind adolescents with low trait self-control than for those with high trait self-control, and the moderating role of trait self-control was stronger for left-behind adolescents with low school connectedness than for those with high school connectedness. CONCLUSIONS The findings contribute significantly to revealing the complex mechanisms of mobile short-form video dependence and providing comprehensive and specific practical suggestions for the prevention and intervention of mobile short-form video dependence among left-behind adolescents.
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Affiliation(s)
- Qing-Qi Liu
- College of Education for the Future, Beijing Normal University, Zhuhai 519087, China.
| | - Wei Tu
- Mental Health Education Center for University Students, Hunan University of Science and Engineering, Yongzhou 425199, China
| | - Ya-Fei Shang
- Center for Mental Health Education, Guangzhou Panyu Polytechnic, Guangzhou 511483, China
| | - Xiao-Pan Xu
- Institute for Public Policy and Social Management Innovation, College of Political Science and Public Administration, Henan Normal University, Xinxiang 453007, China
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Macías León K, de las Heras Pérez MÁ, Romero Fernández R, González Castanedo Y, Sáenz-López P. Validation of the Achievement Emotions Questionnaire for Experimental Science Education (AEQ-S). Behav Sci (Basel) 2022; 12:bs12120480. [PMID: 36546963 PMCID: PMC9774089 DOI: 10.3390/bs12120480] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/04/2022] [Revised: 11/17/2022] [Accepted: 11/22/2022] [Indexed: 11/29/2022] Open
Abstract
The Achievement Emotions Questionnaire (AEQ), based on the control-value theory of achievement emotions, has been used in many fields of knowledge and has been translated into many languages. The main objective of this study was to adapt and validate it for the experimental sciences. A sample of 491 participants aged between 11 and 17 years (M = 13.73, SD = 1.19) from secondary schools in different localities in the provinces of Huelva and Lanzarote, Spain was used. The results obtained from the various statistical analyses showed that the questionnaire was valid and reliable. The main contribution of the work presented is to broaden the field of application of a test on emotions, AEQ-S, to experimental sciences. The AEQ-ES will allow us to learn the emotional profiles of students, thus providing information to teachers, and will be very useful for future research aimed at the study of emotions in experimental sciences.
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9
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Dou K, Zhang MC, Wang LX, Liang Y. Future negative time perspective and risk-taking behaviors among chinese adolescents: A longitudinal moderated mediation model. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-03808-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
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10
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Mediating effect of self-control in the relationship between psychological distress and food addiction among college students. Appetite 2022; 179:106278. [PMID: 35988799 DOI: 10.1016/j.appet.2022.106278] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/19/2022] [Revised: 08/13/2022] [Accepted: 08/13/2022] [Indexed: 11/24/2022]
Abstract
Psychological distress is a possible trigger contributing to food addiction, which is characterized by a loss of behavioral control and compulsive food intake. However, little is known about its underlying mechanisms. Self-control, an important self-regulation skill, may mediate the effect of psychological distress on food addiction. A cross-sectional survey was used to explore the direct relationship between psychological distress and food addiction, and the mediating role of self-control in this relationship. Food addiction, psychological distress, and self-control were evaluated using the Chinese versions of the Yale Food Addiction Scale 2.0, Depression-Anxiety-Stress Scale, and Self-control Scale, respectively. Correlation analyses showed that food addiction was positively correlated with psychological distress, but negatively related to self-control. Structural equation modeling revealed the mediating role of self-control in the relationship between food addiction and psychological distress. As a significant predictor of food addiction, psychological distress may induce food addiction directly or indirectly through the effect of self-control. These findings provide a deeper understanding of the relationship between psychological distress and food addiction, and the underlying mechanism. As such, psychological distress and self-control should be included in prevention and intervention strategies to address food addiction among college students.
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11
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Chen H, Zeng Z. Associations of hedonic and eudaimonic orientations with subjective experience and objective functioning in academic settings: The mediating roles of academic behavioral engagement and procrastination. Front Psychol 2022; 13:948768. [PMID: 36032996 PMCID: PMC9407014 DOI: 10.3389/fpsyg.2022.948768] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/20/2022] [Accepted: 07/28/2022] [Indexed: 11/13/2022] Open
Abstract
The question of how the pursuit of happiness affects an individual’s actual well-being has received much scholarly attention in recent years. However, few studies have investigated the associations of happiness orientation with people’s subjective experience and objective functioning simultaneously. The current research examines the possibility that hedonic and eudaimonic orientations have different relationships with college students’ affective well-being and academic achievement, while taking into consideration the behavioral mechanism that underlies the process. We conducted online surveys to collect data including hedonic and eudaimonic orientations at the beginning of the semester and academic behavioral engagement, procrastination, and affective well-being at the end of the semester with a final sample of 566 Chinese undergraduate students. Their official grade point average for the semester was extracted from the university records system. The results confirmed that overall hedonic orientation was negatively associated with affective well-being and academic achievement, whereas eudaimonic orientation was positively associated with these outcomes. The study further found that both academic behavioral engagement and procrastination played mediating roles in the associations of happiness orientation with positive affect and academic achievement. However, only procrastination mediated the relationship between happiness orientation and negative affect. Theoretical and practical implications were discussed.
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Affiliation(s)
- Hezhi Chen
- Department of Psychology, School of Education, Zhejiang International Studies University, Hangzhou, China
| | - Zhijia Zeng
- Mental Health Education Center, Zhejiang University of Finance and Economics, Hangzhou, China
- *Correspondence: Zhijia Zeng,
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12
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Ho YJ, Hong JC, Ye JH, Chen PH, Ma LP, Chang Lee YJ. Effects of Helicopter Parenting on Tutoring Engagement and Continued Attendance at Cram Schools. Front Psychol 2022; 13:880894. [PMID: 35496143 PMCID: PMC9045585 DOI: 10.3389/fpsyg.2022.880894] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/22/2022] [Accepted: 03/11/2022] [Indexed: 11/30/2022] Open
Abstract
Attending cram school has long been a trend in ethnic Chinese culture areas, including Taiwan. Despite the fact that school reform policies have been implemented in Taiwan, cram schools have continued to prosper. Therefore, in this educational culture, how to achieve a good educational effect is also a topic worthy of discussion. However, whether students really engage in those tutoring programs provided by cram schools has seldom been studied. To address this gap, this study explored how parents’ hovering attitude toward life and coursework influences their children’s engagement in cram schools. This study targeted those students who attend English cram schools to test the correlates between two types of helicopter parenting, tutoring engagement and continued attendance at cram schools. A total of 320 questionnaires were sent out, and 300 were returned, giving an overall response rate of 93.75%. Excluding seven incomplete or invalid questionnaires, 293 valid questionnaires were received. The results of this study show that hovering behavior awareness is negatively related to cram school engagement, whereas cram school engagement is positively related to the intention to continue attending cram school. Moreover, the results imply that parents should alleviate their helicoptering behavior to enhance their children’s engagement in cram school tutoring programs.
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Affiliation(s)
| | - Jon-Chao Hong
- Department of Industrial Education, National Taiwan Normal University, Taipei, Taiwan.,Chinese Language and Technology Center in Learning Sciences, National Taiwan Normal University, Taipei, Taiwan
| | - Jian-Hong Ye
- Faculty of Education, Beijing Normal University, Beijing, China
| | - Po-Hsi Chen
- Department of Educational Psychology and Counseling, National Taiwan Normal University, Taipei, Taiwan
| | - Liang-Ping Ma
- Department of Chinese as a Second Language, National Taiwan Normal University, Taipei, Taiwan
| | - Yu-Ju Chang Lee
- Executive Master of Business Administration, National Taiwan Normal University, Taipei, Taiwan
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Kang X, Wu Y. Academic enjoyment, behavioral engagement, self-concept, organizational strategy and achievement in EFL setting: A multiple mediation analysis. PLoS One 2022; 17:e0267405. [PMID: 35486654 PMCID: PMC9053798 DOI: 10.1371/journal.pone.0267405] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/14/2021] [Accepted: 04/07/2022] [Indexed: 11/19/2022] Open
Abstract
Motivated by the positive psychology movement in the English as Foreign Language (EFL), existing studies have demonstrated that subject-related enjoyment has a positive correlation with academic achievement. However, quite a few studieshave examined why academic enjoyment can predict positive academic achievement. This study aimed to investigate whether behavioral engagement, self-concept, and organizational strategy mediated relations between academic enjoyment and achievement in EFL setting. 528 Chinese secondary school students (Male: N = 280; Female: N = 248) participated in the survey and completed the questionnaires on EFL-related enjoyment, behavioral engagement, self-concept, organizational strategy, and academic performance. Structural equation model (SEM) analyses showed that students’ academic enjoyment positively predicted their English achievement. Academic engagement, self-concept, and organizational strategy had parallel multiple mediating effects between academic enjoyment and English achievement. Multi-group SEM analysis demonstrated that the model had invariance across genders, indicating that the model is applicable to both male and female students. Limitations and implications are discussed.
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Affiliation(s)
- Xia Kang
- School of Mathematics, Yunnan Normal University, Kunming, China
- Teacher Education and Learning Leadership Unit, Faculty of Education, The University of Hong Kong, Hong Kong
| | - Yajun Wu
- School of Foreign Languages and Literature, Yunnan Normal University, Kunming, China
- * E-mail:
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14
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The mediating role of avoiding temptation on the relationship between gratitude and academic engagement. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-03137-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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15
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Mental Health of Czech University Psychology Students: Negative Mental Health Attitudes, Mental Health Shame and Self-Compassion. Healthcare (Basel) 2022; 10:healthcare10040676. [PMID: 35455853 PMCID: PMC9028411 DOI: 10.3390/healthcare10040676] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/14/2022] [Revised: 03/22/2022] [Accepted: 03/30/2022] [Indexed: 02/04/2023] Open
Abstract
High rates of mental health problems are a growing concern in Czech higher education, negatively impacting students’ performance and wellbeing. Despite the serious nature of poor mental health, students often do not seek help because of negative attitudes and shame over mental health problems. Recent mental health research reports self-compassion is strongly associated with better mental health and reduced shame. However, relationships between those constructs remain to be evaluated among Czech students. This study aims to appraise the relationships between mental health problems, negative mental health attitudes, mental health shame, and self-compassion in this population. An opportunity sample of 119 psychology students from a Czech university completed questionnaires regarding these constructs. Correlation, regression, and path analyses were conducted. Mental health problems were positively associated with negative mental health attitudes and shame, and negatively associated with self-compassion. Self-compassion negatively predicted mental health problems, while negative attitudes and shame did not. Last, self-compassion fully mediated the negative attitudes-mental health problems relationship, and partially mediated the shame-mental health problems relationship. Findings suggest self-compassion is essential for mental health in Czech students and associated with negative mental health attitudes and mental health shame. Czech universities can benefit from incorporating self-compassion training into their curricula to protect students’ mental health.
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Three-Wave Longitudinal Study of a Dual-Factor Model: Mental Health Status and Academic Outcomes for High School Students in Academically Accelerated Curricula. SCHOOL MENTAL HEALTH 2022. [DOI: 10.1007/s12310-021-09497-9] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/01/2023]
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17
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Wen F, Ye H, Zuo B, Han S, Zhu J, Ke W, He Y. The association between insecurity and subjective well-being among youth during the COVID-19 outbreak: A moderated mediation model. J Affect Disord 2022; 297:486-494. [PMID: 34715194 PMCID: PMC8612099 DOI: 10.1016/j.jad.2021.10.091] [Citation(s) in RCA: 9] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/23/2021] [Revised: 10/03/2021] [Accepted: 10/23/2021] [Indexed: 02/05/2023]
Abstract
BACKGROUND Sudden and unpredictable changes caused by the COVID-19 pandemic have profoundly threatened the psychological well-being and increased insecurity among adolescents worldwide. At a critical developmental stage, the well-being of the youth is more vulnerable to adverse environments. This study constructed a moderated mediation model to explore the buffering factors between insecurity and subjective well-being of the youth during the pandemic. METHODS During the COVID-19 outbreak in June 2020, data of 5,503 Chinese youth (15-29 years old) were collected via an online questionnaire. Subjective well-being, insecurity, self-control, and hope were measured, and the moderated mediation model was analyzed. RESULTS Findings from this study showed that with the mediating effect of self-control, insecurity negatively predicted subjective well-being, and hope moderated the association between insecurity and self-control. Specifically, the link between insecurity and self-control was stronger when hope was low but weaker when hope was high. LIMITATIONS Since this study was mainly conducted in China, and considering the continuous change of the pandemic on a global scale, it is of great significance to conduct cross-cultural and cross-time studies in the future. CONCLUSIONS The results demonstrate that self-control and hope play important roles in buffering the negative effects of insecurity on the subjective well-being of adolescents and young adults. The findings provide implications for reducing the negative impact of insecurity from a positive psychology perspective and for youth mental health interventions during public health crises.
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Affiliation(s)
| | | | - Bin Zuo
- Psychology Department, Central China Normal University, Wuhan, China.
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18
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Zhao G, Xie F, Li S, Ding Y, Li X, Liu H. The relationship between perceived social support with anxiety, depression, and insomnia among Chinese college students during the COVID-19 pandemic: The mediating role of self-control. Front Psychiatry 2022; 13:994376. [PMID: 36276317 PMCID: PMC9582516 DOI: 10.3389/fpsyt.2022.994376] [Citation(s) in RCA: 12] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/14/2022] [Accepted: 09/09/2022] [Indexed: 11/13/2022] Open
Abstract
OBJECT We aimed to investigate the associations between perceived social support and anxiety, depression, and sleep disturbance via self-control among Chinese college students during the COVID-19 pandemic. MATERIALS AND METHODS The Perceived Social Support Scale, Self-control Scale, Self-rating Anxiety Scale, Self-rating Depression Scale, and Insomnia Severity Index Scale were used to survey 1,997 college students during the COVID-19 pandemic, who submitted valid questionnaires (M age = 19.93, SD age = 1.47, Range = 18-24 years, 62% female). RESULTS The perceived social support and self-control were significantly positively correlated, and they were significantly and negatively associated with anxiety, depression, and insomnia. Further analysis found that self-control partially mediated the relationships between perceived social support with anxiety, depression, and insomnia. CONCLUSION During the COVID-19 pandemic, Chinese college students' self-control played a partial mediating effect in the relationships between perceived social support and anxiety, depression, and insomnia. This study provides new insights and inspiration for improving college students' mental health in the context of the pandemic.
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Affiliation(s)
- Guojun Zhao
- School of Psychology, Northwest Normal University, Lanzhou, China.,Academy of Plateau Science and Sustainability, Qinghai Normal University, Xining, China
| | - Fusen Xie
- School of Psychology, Northwest Normal University, Lanzhou, China
| | - Shuangchen Li
- School of Psychology, Northwest Normal University, Lanzhou, China
| | - Yuee Ding
- Mental Health education Center, Gansu Health Vocational College, Lanzhou, China
| | - Xu Li
- Mental Health education Center, Gansu Health Vocational College, Lanzhou, China
| | - Haijian Liu
- School of Education, Northwest Normal University, Lanzhou, China
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19
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Pan W, Gao B, Long Y, Teng Y, Yue T. Effect of Caregivers' Parenting Styles on the Emotional and Behavioral Problems of Left-Behind Children: The Parallel Mediating Role of Self-Control. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph182312714. [PMID: 34886442 PMCID: PMC8657231 DOI: 10.3390/ijerph182312714] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 10/11/2021] [Revised: 11/28/2021] [Accepted: 11/30/2021] [Indexed: 11/16/2022]
Abstract
Childhood is an important period of individual psychological development, and parents' company and parenting styles are highly significant to children's personality cultivation and mental health. With the advancement of China's modernization and urbanization, left-behind children without their parents' company have become a growing concern. Compared with children raised by their parents, left-behind children are more likely to show social maladaptation and mental health problems. This study explored the mediating effects of left-behind children's dual mode of self-control between caregivers' parenting styles and emotional and behavioral problems (EBPs). In this study, 469 left-behind children in senior classes of primary schools were investigated by adopting the caregivers' parenting styles questionnaire of left-behind children, the dual-mode of self-control scale and the strengths and difficulties questionnaire. This study found that (1) the protective and risk factors for caregivers' parenting styles not only directly affected EBP, but also affected it through the mediating effect of the dual-mode of self-control, and (2) the mediating effect of the impulsive system was significantly greater than that of the control system. This study confirmed that caregivers' parenting styles had an important impact on left-behind children's psychological growth: positive parenting styles not only directly reduced the risk of EBP, but also indirectly improved left-behind children's mental health by promoting their level of self-control; negative parenting styles directly increased the risk of EBP and indirectly affected left-behind children's mental problems by enhancing their level of impulsiveness. These findings provide an important basis for reducing the risk of mental health problems and cultivating good personality qualities of left-behind children.
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Affiliation(s)
- Weigang Pan
- Laboratory of Emotion and Mental Health, Chongqing University of Arts and Sciences, Chongqing 402160, China; (W.P.); (B.G.)
| | - Baixue Gao
- Laboratory of Emotion and Mental Health, Chongqing University of Arts and Sciences, Chongqing 402160, China; (W.P.); (B.G.)
| | - Yihong Long
- College of National Culture and Cognitive Science, Guizhou Minzu University, Guiyang 550025, China;
| | - Yue Teng
- School of Psychology, Northeast Normal University, Changchun 130024, China;
| | - Tong Yue
- Faculty of Psychology, Southwest University, Chongqing 400715, China
- Correspondence: ; Tel.: +86-023-6825-3629
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20
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Nalipay MJN, King RB, Haw JY, Mordeno IG, Dela Rosa ED. Teachers who believe that emotions are changeable are more positive and engaged: The role of emotion mindset among in- and preservice teachers. LEARNING AND INDIVIDUAL DIFFERENCES 2021. [DOI: 10.1016/j.lindif.2021.102050] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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21
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Wu C, Gong X, Luo L, Zhao Q, Hu S, Mou Y, Jing B. Applying Control-Value Theory and Unified Theory of Acceptance and Use of Technology to Explore Pre-service Teachers' Academic Emotions and Learning Satisfaction. Front Psychol 2021; 12:738959. [PMID: 34819895 PMCID: PMC8606420 DOI: 10.3389/fpsyg.2021.738959] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/09/2021] [Accepted: 10/21/2021] [Indexed: 12/14/2022] Open
Abstract
Academic emotions refer to the emotions related to achievement activities or outcomes. Academic emotions are directly related to learning performance and have been recognized as critical to learners’ learning satisfaction and learning effectiveness in the online learning context. This study aimed to explore the relationship between academic emotions and learning satisfaction and their underlying mechanisms in massive open online courses (MOOCs) learning context using mediation models. This study adhered to the theoretical frameworks of the control-value theory (CVT) and the unified theory of acceptance and use of technology (UTAUT). Participants were 283 pre-service teachers who volunteered from a normal university in Southwestern China. Results revealed that: (a) academic emotions did not predict learning satisfaction; (b) learning interest and technology acceptance fully mediated the influence of academic emotions on learning satisfaction; (c) the four dimensions of technology acceptance did not mediate the relationship between academic emotions and learning satisfaction. This study integrated CVT and UTAUT models, and the results emphasized the importance of academic emotions and learning satisfaction in CVT and provision of additional support for UTAUT. Therefore, these findings have significant implications for improving the quality of MOOCs in the post-pandemic era.
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Affiliation(s)
- Changcheng Wu
- School of Computer Science, Sichuan Normal University, Chengdu, China
| | - Xue Gong
- School of Computer Science, Sichuan Normal University, Chengdu, China
| | - Li Luo
- School of Computer Science, Sichuan Normal University, Chengdu, China
| | - Qingling Zhao
- School of Computer Science, Sichuan Normal University, Chengdu, China
| | - Shan Hu
- Department of Laboratory and Equipment Management, Sichuan Normal University, Chengdu, China
| | - Ya Mou
- Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan, China.,Shuang Liu Middle School, Chengdu, China
| | - Bin Jing
- School of Computer Science, Sichuan Normal University, Chengdu, China
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22
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Tze VMC, Li JCH. Should science be a subject that we should keep our mind cool? A systemic evaluation using TIMSS 2015 data. MOTIVATION AND EMOTION 2021. [DOI: 10.1007/s11031-021-09880-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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23
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Mikalsen HK, Bentzen M, Säfvenbom R, Lagestad PA. Trajectories of Physical Activity Among Adolescents in the Transition From Primary to Secondary School. Front Sports Act Living 2020; 2:85. [PMID: 33345076 PMCID: PMC7739646 DOI: 10.3389/fspor.2020.00085] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/24/2020] [Accepted: 06/02/2020] [Indexed: 01/14/2023] Open
Abstract
Research on physical activity (PA) behavior reveals an overall decrease worldwide from early childhood and throughout adulthood. The ability to illuminate which factors promote activity for whom and in which phase of life, therefore, becomes a key concept in extending our understanding of individuals' physical activity trajectories. Accordingly, this study investigates latent trajectories of objectively measured PA in adolescents (n = 306) over 3 years from ages 13 to 15. Further, it was tested whether eagerness for physical activity, perceived athletic competence, and parental support were associated with the different trajectories of PA. Latent class growth analysis revealed two PA trajectories (trajectory 1: "decrease from very high" and trajectory 2: "steeper decrease from high"). Trajectory 1 had a higher PA level at baseline and less PA decline than trajectory 2. Trajectory 1, "decrease from very high," was associated with higher levels of eagerness for physical activity and perception of competence at all three time points. Furthermore, the effect size of differences between trajectory 1, "decrease from very high," and trajectory 2, "steeper decrease from high," increased from baseline (age 13, seventh grade) to posttest (age 15, ninth grade). This finding indicates a stronger experience of PA as enjoyable, personally relevant, and self-confirming behavior (i.e., "I regard myself as a person who exercises") within the most active adolescents and even stronger as they get older. Consistent with previous research, the PA level declined from seventh to ninth grade. Being more eager for PA and perceiving oneself more as athletically competent is related to higher levels of PA. This highlights the importance of optimizing environmental factors that increase adolescents' experience of eagerness for physical activity and physical athletic competence.
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Affiliation(s)
| | - Marte Bentzen
- Department of Teacher Educations and Outdoor Studies, The Norwegian School of Sport Sciences, Oslo, Norway
| | - Reidar Säfvenbom
- Department of Teacher Educations and Outdoor Studies, The Norwegian School of Sport Sciences, Oslo, Norway
| | - Pål Aril Lagestad
- Department of Physical Education and Sport Science, Nord University, Levanger, Norway
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24
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Mugon J, Boylan J, Danckert J. Boredom Proneness and Self-Control as Unique Risk Factors in Achievement Settings. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:E9116. [PMID: 33291292 PMCID: PMC7730515 DOI: 10.3390/ijerph17239116] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 10/13/2020] [Revised: 11/26/2020] [Accepted: 12/04/2020] [Indexed: 01/17/2023]
Abstract
The state of boredom arises when we have the desire to be engaged in goal pursuit, but for whatever reason we cannot fulfil that desire. Boredom proneness is characterized by both frequent and intense feelings of boredom and is an enduring individual difference trait associated with a raft of negative outcomes. There has been some work in educational settings, but relatively little is known about the consequences of boredom proneness for learning. Here we explored the unique contributions of boredom proneness, self-control and self-esteem to undergraduate self-reported higher grade point average (GPA). Within educational settings, prior research has shown self-control and self-esteem to be associated with better academic performance. In contrast, boredom proneness is associated with lower levels of self-control and self-esteem. Our analyses replicate those previous findings showing that self-control acts as a positive predictor of GPA. Importantly, we further demonstrated, for the first time, that boredom proneness has a unique contribution to GPA over and above the contribution of self-control, such that as boredom proneness increases, GPA decreases. We discuss potential mechanisms through which boredom proneness may influence academic performance.
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Affiliation(s)
- Jhotisha Mugon
- Department of Psychology, University of Waterloo, 200 University Avenue West, Waterloo, ON N2L 3G1, Canada; (J.B.); (J.D.)
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25
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Li Z, Liu N, Li S. Environmental Orderliness Affects Self-Control and Creative Thinking: The Moderating Effects of Trait Self-Control. Front Psychol 2020; 11:1515. [PMID: 32848980 PMCID: PMC7411219 DOI: 10.3389/fpsyg.2020.01515] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/22/2020] [Accepted: 06/08/2020] [Indexed: 11/13/2022] Open
Abstract
Environmental orderliness can affect both self-control behaviors and creative thinking; however, little research has focused on the moderators of this effect. In this study, we investigated the moderating effect of trait self-control on environmental orderliness, which influences both state self-control behaviors and creative thinking. In Experiment 1, we explored whether trait self-control could moderate the effect of environmental orderliness on state behavioral self-control. The participants have been exposed to an orderly or a disorderly room and asked to complete a breath-holding task to measure self-control. The results showed that low trait self-control participants were more self-controlled in the orderly environment, whereas the self-control of those with high trait self-control was not affected by environmental orderliness. In Experiment 2, the moderating effect of trait self-control on environmental orderliness affecting creative thinking was investigated with a picture priming orderliness and the Alternative Uses Test. As expected, the participants with high trait self-control in the disorderly environment had better creative thinking performance, although there was no difference in the performance of those with low trait self-control between the two environmental orderliness conditions. The results demonstrated that trait self-control could moderate the dual effect of environmental orderliness. The present study sheds light on the effect of environmental orderliness and contributes to the understanding of the common mechanism of the dual effect; also, it has practical implications for the shaping and cultivation of individuals' self-control behaviors and creative thinking.
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Affiliation(s)
- Zhengyan Li
- School of Psychology, Shandong Normal University, Jinan, China
| | - Ning Liu
- School of Psychology, Shandong Normal University, Jinan, China
| | - Shouxin Li
- School of Psychology, Shandong Normal University, Jinan, China
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26
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Reeve J, Cheon SH, Jang H. How and why students make academic progress: Reconceptualizing the student engagement construct to increase its explanatory power. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2020. [DOI: 10.1016/j.cedpsych.2020.101899] [Citation(s) in RCA: 26] [Impact Index Per Article: 6.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
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27
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Emotionally intelligent students are more engaged and successful: examining the role of emotional intelligence in higher education. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION 2020. [DOI: 10.1007/s10212-019-00458-0] [Citation(s) in RCA: 13] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
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28
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Zhoc KCH, King RB, Law W, McInerney DM. Intrinsic and extrinsic future goals: Their differential effects on students’ self‐control and distal learning outcomes. PSYCHOLOGY IN THE SCHOOLS 2019. [DOI: 10.1002/pits.22287] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Affiliation(s)
- Karen C. H. Zhoc
- Department of Curriculum and InstructionThe Education University of Hong Kong Hong Kong
| | - Ronnel B. King
- Department of Curriculum and InstructionThe Education University of Hong Kong Hong Kong
| | - Wilbert Law
- Department of PsychologyThe Education University of Hong Kong Hong Kong
| | - Dennis M. McInerney
- Department of Special Education and CounsellingThe Education University of Hong Kong Hong Kong
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29
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Wei L, Guo N, Baeken C, Bi M, Wang X, Qiu J, Wu GR. Grey Matter Volumes in the Executive Attention System Predict Individual Differences in Effortful Control in Young Adults. Brain Topogr 2018; 32:111-117. [PMID: 30203260 DOI: 10.1007/s10548-018-0676-1] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/07/2018] [Accepted: 09/06/2018] [Indexed: 01/01/2023]
Abstract
Effortful control (EC), considered as one component of temperament, describes an individual's capacity for self-regulation. Previous neuroimaging studies have provided convergent evidence that individual differences in EC are determined by the functioning of neural systems subserving executive attention, primarily comprising the anterior cingulate cortex (ACC) and the lateral prefrontal cortex (PFC). Notwithstanding, as previous neuroimaging findings highlighted the structural neural bases of EC in adolescence, during which the PFC is prominently remodeled, the underlying neuroanatomical substrates of EC remain uncertain in young adults. In this study, we included 246 healthy young adults and used voxel-based morphometry analysis to investigate the relationship between EC and grey matter (GM) volumes. Additionally, permutation testing and cross-validation were applied to determine whether GM volumes in the detected regions could predict individual differences in EC. Our results revealed that EC was associated with GM volumes in the dorsal anterior cingulate cortex (dACC) and the pre-supplementary motor area (pre-SMA), demonstrating that these two regions may play a crucial role in EC. Furthermore, the identified regional GM volumes reliably contribute to the prediction of EC confirmed by cross-validation. Overall, these findings provide further evidence for the involvement of the executive attention system in EC, and shed more light on the neuroanatomical substrates of EC in young adulthood.
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Affiliation(s)
- Luqing Wei
- Key Laboratory of Cognition and Personality, Faculty of Psychology, Southwest University, Chongqing, China
| | - Nana Guo
- Key Laboratory of Cognition and Personality, Faculty of Psychology, Southwest University, Chongqing, China
| | - Chris Baeken
- Department of Psychiatry and Medical Psychology, Ghent University, Ghent, Belgium.,Department of Psychiatry, Vrije Universiteit Brussel (VUB), Universitair Ziekenhuis Brussel (UZ Brussel), Laarbeeklaan 101, 1090, Brussels, Belgium.,Ghent Experimental Psychiatry (GHEP) Lab, Ghent University, Ghent, Belgium
| | - Minghua Bi
- Key Laboratory of Cognition and Personality, Faculty of Psychology, Southwest University, Chongqing, China
| | - Xiaowan Wang
- Key Laboratory of Cognition and Personality, Faculty of Psychology, Southwest University, Chongqing, China
| | - Jiang Qiu
- Key Laboratory of Cognition and Personality, Faculty of Psychology, Southwest University, Chongqing, China
| | - Guo-Rong Wu
- Key Laboratory of Cognition and Personality, Faculty of Psychology, Southwest University, Chongqing, China.
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30
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Bryce CI, Goble P, Swanson J, Fabes RA, Hanish LD, Martin CL. Kindergarten School Engagement: Linking Early Temperament and Academic Achievement at the Transition to School. EARLY EDUCATION AND DEVELOPMENT 2017; 29:780-796. [PMID: 30853769 PMCID: PMC6407874 DOI: 10.1080/10409289.2017.1404275] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
RESEARCH FINDINGS Although children's temperament contributes to their academic success, little is known regarding the mechanisms through which temperament is associated withacademic achievement during the transition to elementary school. One such mechanism may be school engagement, but findings are inconsistent and limited. Across two waves of data at the transition to school, we examined the role of kindergarten emotional and behavioral engagement as links between preschool temperament (positive emotionality, anger, andeffortful control), and kindergartenacademic achievement, among a predominantlyMexican/Mexican-Americansample of 241children drawn from Head Start classrooms. Significant direct effects indicated that preschool anger was negatively,and positive emotionality and effortful control werepositively,associated withkindergarten behavioralengagement.Only preschool anger was significantly associatedwithkindergarten emotional engagement. In turn, kindergarten behavioral, but not emotional, engagement was directly, positively associated withkindergartenacademic achievement. All three preschool temperament measures were indirectly related to kindergarten achievement via kindergarten behavioral engagement, and anger was indirectly related to kindergarten achievement via emotional engagement. PRACTICE OR POLIC Findings highlight the importance of understanding the role of engagement as a mechanismthat can foster children'sacademic achievement at a key developmental transition.
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Affiliation(s)
- Crystal I Bryce
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University
| | - Priscilla Goble
- School of Family and Consumer Sciences, Texas State University
| | - Jodi Swanson
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University
| | - Richard A Fabes
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University
| | - Laura D Hanish
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University
| | - Carol Lynn Martin
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University
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31
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Chukwuorji JC, Ituma EA, Ugwu LE. Locus of Control and Academic Engagement: Mediating Role of Religious Commitment. CURRENT PSYCHOLOGY 2017. [DOI: 10.1007/s12144-016-9546-8] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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