The Relationship between Regulatory Focus and Learning Engagement among Chinese Adolescents

Autor/inn/en	Liu, Hongrui; Yao, Meilin; Li, Ruoxuan; Zhang, Lifan
Titel	The Relationship between Regulatory Focus and Learning Engagement among Chinese Adolescents
Quelle	In: Educational Psychology, 40 (2020) 4, S.430-447 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Liu, Hongrui) ORCID (Yao, Meilin) ORCID (Li, Ruoxuan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2019.1618441
Schlagwörter	Correlation; Learner Engagement; Self Efficacy; Adolescent Development; Predictor Variables; Depression (Psychology); Foreign Countries; Self Control; Student Attitudes; Student Behavior; Prevention; Profiles; Attention Control; Measures (Individuals); Burnout; Children; Symptoms (Individual Disorders); Secondary School Students; China (Beijing); Maslach Burnout Inventory; Childrens Depression Inventory + Suchen Sie Ihr Suchwort? Korrelation; Self-efficacy; Selbstwirksamkeit; Prädiktor; Ausland; Selbstbeherrschung; Schülerverhalten; Student behaviour; Prävention; Vorbeugung; Charakterisierung; Profilanalyse; Aufmerksamkeitstest; Messdaten; Burn out (Psychology); Burnout-syndrom; Burnout-Syndrom; Child; Kind; Kinder; Psychiatrische Symptomatik; Sekundarschüler
Abstract	Regulatory focus may shape the manner in which students perceive and respond to learning environments and then further influence their attitudes and behaviors. In the current study, 1487 adolescents in China were surveyed to illuminate the relationship between regulatory focus and learning engagement. The results showed that promotion focus was a positive predictor of learning engagement, whereas prevention focus was a negative predictor. Both academic self-efficacy and depression mediated the relationship between the two foci and learning engagement. Moreover, five regulatory focus profiles identified by adopting a person-centered approach were found to relate to academic self-efficacy, depression, and learning engagement in various ways. Compared with other profiles, the one with high promotion focus and low prevention focus showed higher academic self-efficacy and lower depression and, in turn, demonstrated greater learning engagement, suggesting that such a profile may be the most beneficial for adolescent development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01