成就情绪的调节策略：概念及其与大学生情绪、幸福感和健康的关系

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction Pub Date : 2025-03-05 DOI:10.1016/j.learninstruc.2025.102089

Kristina Stockinger , Markus Dresel , Herbert W. Marsh , Reinhard Pekrun

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引用次数: 0

摘要

学生的成就情绪深刻地影响着他们的学习、学业表现、幸福感和教育轨迹。了解学生如何调节这些情绪对他们的学业发展至关重要。目的：我们研究了学生调节三种常见的成就情绪（享受、焦虑、无聊）的策略，以及这些策略与情绪、学业幸福感、健康问题和成就相关结果的关系。我们的情绪调节策略理论模型来源于成就情绪的控制价值理论（Pekrun, 2006）和Harley等人（2019）的成就情境情绪调节模型。它考虑了六组策略：情境选择、社会支持、重新评价、表达、抑制和能力发展。受试者包括350人(研究1；德国)，359人(研究2；英国)和200(研究3；（德国）大学生。方法研究1和研究2为横断面研究。研究3采用五波前瞻性设计，重点关注一学期特定课程的成就情绪调节。我们使用了一种新开发的情境和情绪特定测量方法（成就情绪调节问卷，RAEQ）来测量六种针对快乐、焦虑和无聊的策略。结果：策略与学生的情绪、幸福感、健康和学业成就(感知成功，研究1和2；期末考试成绩，三项研究的成绩。此外，成就情绪调节策略与一般情绪调节策略相关，但又有所区别。结论研究结果强调了学生积极情绪和消极情绪调节的重要性，表明情绪调节具有情境特异性，并暗示重评价和能力发展具有特别的适应性。我们讨论了对教育实践和未来研究的启示。

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Strategies for regulating achievement emotions: Conceptualization and relations with university students’ emotions, well-being, and health

Background

Students’ achievement emotions profoundly influence their learning, academic performance, well-being, and educational trajectories. Understanding how students regulate these emotions is crucial for their academic flourishing.

Aims

We examined students’ strategies for regulating three common achievement emotions (enjoyment, anxiety, boredom), and how these strategies relate to emotions, academic well-being, health problems, and achievement-related outcomes.

Theoretical framework

Our theoretical model of emotion regulation strategies is derived from the control-value theory of achievement emotions (Pekrun, 2006) and Harley et al.’s (2019) model of emotion regulation in achievement settings. It considers six groups of strategies: situation selection, social support, reappraisal, expression, suppression, and competence development.

Samples

Participants included 350 (Study 1; Germany), 359 (Study 2; England), and 200 (Study 3; Germany) university students.

Methods

Studies 1 and 2 were cross-sectional. Study 3 employed a five-wave prospective design and focused on course-specific achievement emotion regulation over one semester. We used a newly developed context- and emotion-specific measure of the six strategies targeting enjoyment, anxiety, and boredom (Regulation of Achievement Emotions Questionnaire, RAEQ).

Results

Strategies were linked to students’ emotions, well-being, health, and academic achievement (perceived success, Studies 1 and 2; end-of-semester test scores, Study 3) across all three studies. Furthermore, achievement emotion regulation strategies were related to, but distinct from, general emotion regulation strategies.

Conclusions

Findings highlight the importance of students’ regulation of both positive and negative emotions, suggest that emotion regulation is context-specific, and imply that reappraisal and competence development are especially adaptive. We discuss implications for educational practice and future research.

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来源期刊

Learning and Instruction Multiple-

CiteScore

11.30

自引率

4.80%

发文量

109

期刊介绍： As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.