Relations of coping strategies and cognitive emotion regulation to Chinese children's academic achievement goals and academic performance.

ABSTRACT: Social-emotional skills (e.g., emotion regulation) influence a variety of academic outcomes among children. This study examined the relations of coping strategies and cognitive emotion regulation (CER) to academic achievement goals and academic performance among Chinese children (N = 401, age M = 10.52 years). Full Structural Equation Modeling (SEM) analysis showed that children's use of active coping strategies was positively associated with their endorsement of performance approach and mastery avoidance goals. Avoidant and support-seeking coping strategies were not associated with any outcome variables. Maladaptive CER was positively associated with performance approach, performance avoidance, and mastery avoidance goals and negatively associated with academic performance;

SUBMITTER: Chen-Bouck L 

PROVIDER: S-EPMC11534715 | biostudies-literature | 2024

REPOSITORIES: biostudies-literature