The role of emotion regulation self-efficacy in regulating achievement emotions

• In Event: AERA Poster Session Sunday 1:45 pm
  In Poster Session: Motivation, Mindset, and Self-Regulated Learning

Abstract

This study investigated the role of emotion regulation (ER) self-efficacy in predicting negative achievement emotions and the use of ER strategies in academic contexts. A total of 593 high school students from three secondary schools in northeastern China participated. Structural equation modeling was used to examine the direct and indirect relationships between ER self-efficacy, negative emotions, and the use of ER strategies. The results showed that ER self-efficacy was negatively associated with negative achievement emotions and positively related to the use of reappraisal and attentional redirection. Furthermore, attentional redirection partially mediated the relationship between ER self-efficacy and achievement emotions. These findings highlight the role of ER self-efficacy in academic settings and offer implications for ER interventions in educational contexts.

Authors

• LUYAO XU, McGill University

• Shi Yu, Purdue University

• Cuilin Li, The University of Hong Kong

• Junzhu Su, McGill University

• Shasha Li, McGill University

• Nikki G. Lobczowski, McGill University