Psychological Development and Education ›› 2017, Vol. 33 ›› Issue (1): 56-64.doi: 10.16187/j.cnki.issn1001-4918.2017.01.07

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The Association of Negative Academic Emotions on Perceived Academic Self-efficacy of Migrant Children: The Moderating Role of Emotion Regulation Strategies

WANG Daoyang1,2, LU Xiang1, YIN Xin1   

  1. 1. Department of Psychology, AnHui Normal University, WuHu 241000, China;
    2. Collaborative Innovation Center of Assessment toward Basic Education Quality, Beijing Normal University, Beijing 100875, China
  • Online:2017-01-15 Published:2017-01-15

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Abstract: A total of 397 migrant children were recruited as subjects with questionnaire method to investigate the association of negative academic emotions on perceived academic self-efficacy of migrant children and the moderation effect of emotion regulation strategies on that. The results showed that:Firstly, the negative predictive effect of academic emotions on the sense of control was significantly higher than that of the basic sense of ability. Among them, only the predictive effect of angry, shame and helpless on the basic sense of ability were significant. Moreover, only the predictive effect of cognitive re-evaluation on the basic sense of ability were significant. And, the cognitive re-evaluation had the moderating effect on the relationship of angry, depression and the basic sense of ability. And the expression suppression had the moderating effect on the relationship of helpless and the basic sense of ability. Secondly, except for angry, in the academic emotions of the migration children, the predictive effect of anxiety, shame, boredom, helpless, depression and vexation on the sense of control were significant. Both the predictive effect of cognitive re-evaluation and expression suppression of emotion regulation strategies on the sense of control were significant. Besides, the moderating effect of cognitive re-evaluation on the shame, boredom, depression were significant and the moderating effect of expression suppression on the depression were significant.

Key words: emotion regulation strategies, migrant children, perceived academic self-efficacy, academic emotions, cognitive re-evaluation, expression suppression

CLC Number: 

  • G442

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