Dataset Information

The effect of emotion regulation on happiness and resilience of university students: The chain mediating role of learning motivation and target positioning.

ABSTRACT:

Objective

To investigate the effect andmechanism among emotion regulation, relationship,happiness, learning motivation, target positioning, and resilience of university students.

Method

A total of 904 university students in China were included in this cross-sectional survey from April to May this year. The self-administered questionnaires, including the adapted Mental Health Scale with a Healthy Personality Orientation for College Students, were used to construct structural equations to test the chain mediating effects of learning motivation and target positioning based on a multi-stage whole group sample of university students.

Result

Emotion regulation indirectly affected happiness through the mediating effect of interpersonal relationship (Med = -0.387, p = 0.001). Learning motivation and target positioning play the chain mediating role in the effect of emotion regulation on happiness (Med = -0.307, p = 0.001) and resilience (Med = -0.275, p = 0.001).

Conclusion

Emotion regulation indirectly affected happiness and resilience through the chain mediating effect of learning motivation and target positioning.

SUBMITTER: Chen X

PROVIDER: S-EPMC9784224 | biostudies-literature | 2022

REPOSITORIES: biostudies-literature

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Publications

The effect of emotion regulation on happiness and resilience of university students: The chain mediating role of learning motivation and target positioning.

Chen Xiaoxue X Huang Zejuan Z Lin Wei W

Frontiers in psychology 20221209

<h4>Objective</h4>To investigate the effect andmechanism among emotion regulation, relationship,happiness, learning motivation, target positioning, and resilience of university students.<h4>Method</h4>A total of 904 university students in China were included in this cross-sectional survey from April to May this year. The self-administered questionnaires, including the adapted Mental Health Scale with a Healthy Personality Orientation for College Students, were used to construct structural equati ...[more]

PMID: 36571032

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Project description:As university students face increasing pressures in a highly competitive society, unhealthy lifestyles have become a common phenomenon. Health awareness is considered a critical factor in promoting healthy behaviors, yet its mechanism of action on university students' healthy lifestyles, influenced by self-esteem and social support, remains unclear. This study aims to explore the relationship between health awareness (HA) and healthy lifestyles (HL) and to examine the mediating roles of self-esteem (SE) and social support (SS) in this relationship. Based on social cognitive theory, this study initially constructs a theoretical model of the impact of health awareness on healthy lifestyles among university students, introducing self-esteem and social support as mediating variables to further build a chain mediation model. A total of 1,169 participants (554 males and 615 females) completed an online survey. Participants completed the Health Awareness Scale (HAS), the Diet and Healthy Lifestyle Scale (DEVS), the Rosenberg Self-Esteem Scale (RSES), and the Oslo Social Support Scale (OSSS-3). The results show that high levels of health awareness positively influence self-esteem, which in turn positively influences social support, ultimately having a positive impact on healthy lifestyles. Specifically, self-esteem and social support play significant mediating roles in the relationship between health awareness and healthy lifestyles. The findings reveal the pathway by which health awareness influences healthy lifestyles through self-esteem and social support, enriching the theoretical explanation of health behaviors within the framework of social cognitive theory, particularly in the context of university students. Furthermore, the results provide practical guidance, suggesting that in designing interventions to promote healthy lifestyles, emphasis should be placed on enhancing university students' health awareness, self-esteem, and social support systems. This could include mental health education, establishing supportive communities, and fostering activities that promote self-esteem.

Project description:PurposeThe present study aimed to analyze the effectiveness of external and personal regulatory mechanisms in reducing procrastination behavior among university students. For this purpose, the role of teachers' academic motivation is worthwhile in shaping the learning environment and reducing procrastination, with a focus on the mediating roles of emotion regulation and study habits considered imperative.Research design/methodBy employing a quantitative, cross-sectional research design, data were collected from a sample of 210 teachers working in universities located in Multan-Pakistan via convenient sampling, yielding a usable response rate of 70.28%.Data analysis & study resultsThe gathered data was analyzed using Smart PLS 4 software. Results from the structural equation model (PLS-SEM) indicated that teachers' academic motivation significantly affects student procrastination. However, when mediated by emotion regulation and study habits, the study confirmed the statistically significant mediating effect of both mediators in mitigating procrastination among students.FindingsFindings of the present study suggested that enhancing teachers' motivation may be more effective when mediated with emotional regulation and effective study habits. Emotionally regulated students and those with effective study habits were less likely to procrastinate during their academic endeavor. The findings highlighted the need for teacher training programs to develop and promote motivation and support students' emotional and academic regulation to enhance learning outcomes.Practical implications and recommendationsBased on the above findings, the study suggested that enhancing teacher motivation is more impactful when paired with strategies to foster student emotion regulation and study habits. It also recommended educational policies prioritizing academic content and personalized student engagement strategies to minimize procrastination and promote academic success. Programs should be implemented with a focus on promoting motivation while enabling teachers to support students' emotional and self-regulatory needs for better academic outcomes.

Dataset Information

The effect of emotion regulation on happiness and resilience of university students: The chain mediating role of learning motivation and target positioning.

Objective

Method

Result

Conclusion

Publications

The effect of emotion regulation on happiness and resilience of university students: The chain mediating role of learning motivation and target positioning.

Similar Datasets

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