The relationship between self-control and learning engagement among Chinese college students: the chain mediating roles of resilience and positive emotions
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ABSTRACT:
SUBMITTER: Yang Y
PROVIDER: S-EPMC10913274 | biostudies-literature | 2024 Jan
REPOSITORIES: biostudies-literature
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Project description:Previous studies have shown that peer relationship affects learning engagement. And learning engagement plays a vital role in promoting knowledge acquisition and production, enhancing adolescents' academic success. However, few studies have focused on the mechanism between peer relationship and learning engagement. As such, based on Social Cognitive Theory, this study attempts to explore how peer relationship of adolescents is linked to learning engagement through the chain mediating roles of self-efficacy and academic resilience. The participants were 250 students who were selected via random sampling in a public middle school, in Eastern China, in June 2021. All the participants filled in the structured self-report questionnaires on peer relationship, self-efficacy, academic resilience, and learning engagement. The data were analyzed with structural equation modeling (SEM) in SPSS 24.0 and AMOS 24.0. Results indicated that peer relationship was directly and positively associated with learning engagement. Results also indicated that peer relationship was indirectly and positively associated with learning engagement via self-efficacy and academic resilience, respectively, and sequentially. More importantly, it was found that the direct effect was much lower than the indirect effects of which self-efficacy was the greatest. It is suggested that appropriate interventions and support should be provided to facilitate adolescents' peer relationship, self-efficacy, and academic resilience, thus promoting their learning engagement and academic success.
| S-EPMC9384863 | biostudies-literature
Project description:Background: The occupation expectation of medical students can predict the possibility of their future employment in the medical industry, and empathy is the special ability of medical students in their study and career, which affects the development of their occupation expectation. Objective: To explore the relationship between resilience and subjective well-being between medical students' empathy and occupation expectation and their internal mechanisms. Design: Data were collected from October 2020 to March 2021 using a paper questionnaire survey. Subjective: 586 medical students at a key medical university in Yunnan Province were invited to complete the survey. Main Measures: The Basic Empathy Scale, Connor-Davidson Resilience Scale, Subjective Well-Being Questionnaire, and Occupation Expectation Scale. Key Results: The empathy is intended to affect the occupation expectation of medical students through four paths. The direct path effect value is 0.073 (95% CI: 0.007∼0.217), the indirect path 1 effect value is 0.078 (95% CI: 0.022∼0.134), indirect path 2 effect value is 0.010 (95% CI: 0.005∼0.022), indirect path 3 effect value is 0.022 (95% CI: 0.0604∼0.039), all the confidence intervals do not contain 0, and the mediated effect ratio is 60.109%. Conclusion: Empathy has an impact on occupation expectation of medical students through the sequential mediating effects of resilience and subjective well-being. Medical colleges should fully consider the role of protective factors when cultivating and enhancing the occupation expectation of clinical medical students. Strengthening the intervention of emotional factors (empathy), self-regulating ability (psychological toughness) and cognitive factors (subjective well-being) is an important way to effectively establish professional values, improve occupation expectation of medical students and reduce the turnover rate of medical students.
| S-EPMC8503271 | biostudies-literature
Project description:Objective This study aims to explore the effect of perceived social support on college students’ autonomous fitness behavior, and the mediating role of mental toughness and exercise self-efficacy. Methodology A survey participated by 985 college Students (average age, 19.55) was conducted by applying the following scales: The Perceived Social Support Scale, the Adolescent Self-Government Behavior Scale, the Mental Toughness Scale, and the Exercise Self-efficacy Scale (ESES). Results (1) Perceived social support can directly and positively predict autonomous fitness behavior, mental toughness, and exercise self-efficacy; mental toughness can directly and positively predict exercise self-efficacy. Likewise, perceived social support, mental toughness, and exercise self-efficacy can positively predict autonomous fitness behavior. (2) The indirect effect of the path with mental toughness as the mediating variable is 0.078, the indirect effect of the path with exercise self-efficacy as the mediating variable is 0.122, and the indirect effect of the path with mental toughness and exercise self-efficacy as the mediating variable is 0.082. (3) The total of all indirect effects is 0.282, and the effects of the three indirect pathways account for 18.25, 28.62, and 19.37% of the total, respectively. Conclusion The perceived social support can indirectly predict college students’ autonomous fitness behavior through the independent mediating effect of mental toughness and self-efficacy, as well as the chain mediating effect of the two. The claim that mental toughness and exercise self-efficacy perform a chain-mediate role in the positive effect brought by perceived social support on autonomous fitness behavior has been supported. This study revealed the relationship and mechanism between perceived social support and college students’ autonomous fitness behavior and further improved the research on the impact of perceived social support on college students’ autonomous fitness behavior.
| S-EPMC9928751 | biostudies-literature
Project description:Entrepreneurial intention (EI) is a crucial requirement for encouraging significant entrepreneurial activity, which is essential for economic growth and social stability. Cultivating college students' EI is a critical element of higher education. Based on the theory of planned behavior (TPB), this study constructs a moderated mediation model, aiming to explore the intricate processes and conditioning elements that influence the EI of college students and investigate the mediating role of future time perspective (FTP) between positive emotion (PE) and entrepreneurial intention (EI) among Chinese college students, as well as the moderating role of gender. In this study, we used a questionnaire survey method to collect a valid sample of 890 college students in China through Questionnaire Star (https://www.wix.cn; an online questionnaire collection platform widely used in various research fields in China) and used SPSS and AOMS to conduct the preliminary statistics and reliability tests. PROCESS version 3.5 by Hayes (a plug-in for SPSS) was used for hypothesis testing. The findings revealed that PE significantly positively influenced EI, and FTP completely mediated the relationship between PE and EI. However, it was discovered that gender did not exhibit any significant moderating effect on the influence of PE on EI through FTP. The findings of this study enhance our comprehension of the significance of PE among college students and expand our awareness of the mechanisms and circumstances in which PE impacts EI. This study serves as a reminder to educators to prioritize the role of FTP and gender intervention in the development of EI among college students but also offers empirical evidence and practical recommendations for effectively fostering EI among college students. Furthermore, the results of this study establish a foundation to facilitate future researchers' investigation of the causal relationships between these variables.
| S-EPMC11891716 | biostudies-literature
Project description:ObjectiveTo explore the relationship between mental health and physical activity (PA) in middle school students, and examining the roles of negative emotions and self-efficacy in the relationship.MethodsData from 1,134 Chinese middle school students (50.2% females, 49.8% males; M age = 15.18, SDage = 2.00) were collected using the Physical Activity Rating Scale (PARS-3), Positive and Negative Affect Scale (PANAS), General Self-Efficacy Scale (GSES), and Middle School Student Mental Health Scale (MSSMHS).Results(1) There is a significant positive correlation between PA and mental health (r = 0.16, p < 0.01), and the direct path of PA on mental health is significant (t = 2.101, p < 0.01). (2) PA negatively predicts negative emotions (r = -0.12, p < 0.01), and is significantly positively correlated with self-efficacy (r = 0.24, p < 0.01). Negative emotions negatively predict self-efficacy (r = -0.23, p < 0.01) and mental health (r = -0.67, p < 0.01). Self-efficacy positively predicts mental health (r = 0.30, p < 0.01). (3) Negative emotions and self-efficacy play a significant mediating role between PA and mental health. The mediating effect includes three paths: PA → negative emotion → mental health (effect value: 0.130); PA → self-efficacy → mental health (effect size: 0.052); PA → negative emotions → self-efficacy → mental health (effect size: 0.006).ConclusionPA among middle school students can indirectly affect mental health through negative emotions and self-efficacy. Middle school students should be encouraged to participate in PA to reduce their negative emotions and increase their self-efficacy, thus improving their mental health.
| S-EPMC11456433 | biostudies-literature
Project description:BackgroundFemale college students are a high-risk group for psychological conflicts, and they are more likely to adopt negative coping styles under stress, which can lead to anxiety, depression, and other psychological problems, as well as pose hidden threats to the healthy development of school education and social work. Although physical exercise is an important means of effectively alleviating the psychological health of female college students, and there may be a close relationship between coping styles and psychological resilience with physical exercise and psychological health, specific ways to promote the psychological health of female college students by influencing their coping styles and enhancing their psychological resilience have yet to be explored.MethodsThe present study employed a cross-sectional design to investigate a sample of Chinese undergraduate female college students. A total of 659 participants were recruited during the second half of the 2023-2024 academic year, and they all completed assessments including the Physical Activity Rating Scale, College Mental Health Scale, Brief Coping Styles Questionnaire, and Psychological Resilience Scale. Subsequently, descriptive statistics were utilized to analyze the obtained reliable data.Results and conclusionThe study revealed two significant correlations among female college students, namely the associations between physical exercise, coping styles, psychological flexibility, and mental health. Specifically, physical exercise exhibited a positive relationship with positive coping styles and psychological resilience while displaying a negative association with negative coping styles and mental health. Moreover, psychological resilience demonstrated a positive correlation with positive coping styles but displayed negative relationships with both negative coping styles and mental health. Additionally, there was a negative relationship observed between positive coping styles and mental health. Furthermore, it was found that physical exercise significantly impacted the mental health of female college students in a detrimental manner; meanwhile, coping styles and psychological resilience played crucial mediating roles in linking physical exercise to mental health outcomes. Ultimately, our mediation model sheds the underlying mechanisms through which physical exercise predicts mental health levels among female college students; these findings underscore the importance of promoting physical exercise as an effective means to enhance overall well-being.
| S-EPMC11610508 | biostudies-literature
Project description:BackgroundWith the explosive development of the short-form video (SFV) industry in recent years, the issue of SFV addiction among young people has attracted increasing attention from scholarship. Researchers have found that proactive personality is negatively associated with behavioral addiction. Additionally, SFV Apps tend to place users in a "filter bubble" to passively consume the pushed video content. Proactiveness could be an effective trait to resist the excessive use of SFVs. Thus, proactive personality may be a negative predictor of SFV addiction.ObjectiveThe present study aims at investigating the relationship between proactive personality and SFV addiction among college students, and the psychological mechanism underlying the relationship, i.e., the mediating roles of resilience and self-control.MethodsConvenience sampling was adopted to conduct an online questionnaire survey among college students from 8 universities in 5 provinces of China. Proactive personality scale (PPS), brief resilience scale (BRS), Brief self-control scale (BSCS), and SFV addiction scale were applied in designing the questionnaire. A total of 560 valid questionnaires were obtained with ages ranging from 17 to 22 (19.32±1.14), among whom 40.18% were males and 59.28% females.ResultsSFV addiction among college students was negatively correlated with proactive personality, resilience, and self-control. Proactive personality has significant direct effect on SFV addiction, and the other two variables play partial mediating roles including chain mediation between proactive personality and SFV addiction. The ratio of SFV addicts amounted to 23.57%, which was slightly higher compared to previous research findings.ConclusionProactive personality negatively predicts SFV addiction among college students and the mediators of resilience and self-control play partially mediating roles between proactive personality and SFV addiction.
| S-EPMC11602095 | biostudies-literature
Project description:Background: Studies have shown that media exposure to critical public events can lead to secondary traumatic stress (STS). Personal trauma history, self-compassion and resilience are important factors influencing STS in healthy professionals. However, whether these variables are associated with social media-induced STS in college students and the underlying mechanisms remain unclear. The purpose of this study was to explore the complex relationship linking childhood trauma to social media-induced STS in a large sample of college students.Methods: A total of 1151 Chinese college students from Chengdu, Sichuan Province of China completed a web-based cross-sectional survey, which included standard assessments of childhood trauma, self-compassion, resilience and social media-induced STS, as well as sociodemographic questionnaires. The chain mediation model was tested using the PROCESS macro programme in SPSS software.Results: There was a moderate correlation between childhood trauma and social media-induced STS (r = 0.34, p < .001). This association was significantly mediated by self-compassion (indirect effect [95% CI] = 0.14[0.11, 0.17]) and resilience (indirect effect = 0.03[0.01, 0.04]), respectively. Further, a chained mediating effect was observed with self-compassion and resilience consecutively mediated the relationship between childhood trauma and social media-induced STS (indirect effect = 0.02[0.01, 0.03]). These results persisted after sociodemographic characteristics were included as controlling variables.Conclusions: Early life trauma impacts STS induced by exposure to traumatic materials on social media through self-compassion and resilience among Chinese college students. Psychological interventions targeting self-compassion and resilience can be implemented to reduce the risk of STS, especially in vulnerable individuals.
| S-EPMC11792160 | biostudies-literature
Project description:ObjectiveGuided by Self-System Processes Theory, Social Support Theory, and Stress and Coping Theory, this study investigates how perceived school climate influences adolescents' negative emotions through the chain mediation of school belonging and social avoidance and distress. It also examines demographic differences across gender and grade and tests the structural invariance of the proposed model.MethodA cross-sectional survey of 1,507 Chinese adolescents in grades 5-9 was conducted using validated scales. Independent samples t-tests and one-way ANOVA were used to examine gender and grade differences in the key variables. Structural equation modeling (SEM) tested the hypothesized mediation model, while multigroup SEM assessed structural invariance across subgroups.ResultsPerceived school climate reduced negative emotions both directly and indirectly, with school belonging and social avoidance and distress as key mediators. Peer support demonstrated the strongest indirect effect, while teacher support and autonomy opportunities influenced negative emotions through both direct and indirect pathways. A chain mediation pathway was identified, and structural invariance testing confirmed consistent relationships across gender and grade groups.ConclusionThis study reveals a complex chain mediation mechanism and highlights the stability of structural relationships across demographic groups. The findings provide valuable theoretical and practical insights for fostering supportive school environments to promote adolescent emotional well-being.
| S-EPMC11748506 | biostudies-literature
Project description:In order to clarify the onset mechanism of problematic mobile phone use, and to develop better strategies to prevent and treat problematic mobile phone use, the current study tested the negative impact of parental rejection on problematic mobile phone use and the mediating roles of perceived discrimination and school engagement in this association. The sample consisted of 356 Chinese university students (36.3% male) ranging from 17 to 19 years of age. Participants completed self-report questionnaires assessing parental rejection, perceived discrimination, school engagement, and problematic mobile phone use. The results documented that parental rejection was a direct risk factor for problematic mobile phone use. This association was mediated by perceived discrimination, and there was also a sequential mediating effect in which perceived discrimination led in turn to low school engagement.
| S-EPMC6411821 | biostudies-literature