Future-Oriented Motivation and Emotion Regulation Jointly Predicting End-of-Semester Acculturative Stress in Students With Cumulative Disadvantage

• In Event: Motivation and Cognition in Learning and Instruction

Abstract

In a repeated-measures study of N = 79 university students, we found that future-oriented motivation and emotion regulation are both important in predicting the acculturative stress at the end of a semester in students of cumulative disadvantaged backgrounds (non-white, Hispanic, and first generation students). We used online surveys to assess students' demographic data, future time perspective value and difficulties in emotion regulation, as well as their baseline and end-of-semester stress. Results from zero-order bivariate correlation analysis, regression and multi-group latent difference score models bridge gaps in literature, and are significant in supporting students that are less resourceful, in motivational and regulatory ways, to increase their achievement and retention. Further implications, limitations, and future research directions are discussed.

Authors

• Katherine C Cheng, The University of Arizona

• Bryanna Devinne Smith, California State University San Marcos