Psychological Development and Education ›› 2015, Vol. 31 ›› Issue (3): 327-333.doi: 10.16187/j.cnki.issn1001-4918.2015.03.10

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Regulatory Focus and Life Satisfaction in Primary School Students: The Mediating Effect of Coping Style

DI Miaoci1, LIU Rude1,2, GAO Qin1, WANG Jia1, WEI Jun3, TANG Ming1   

  1. 1. School of Psychology, Beijing Normal University, Beijing 100875;
    2. Beijing Key Laboratory of Applied Experimental Psychology, Beijing 100875;
    3. Faculty of Education, The Chinese University of Hong Kong, Hong Kong
  • Online:2015-05-15 Published:2015-05-15

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Abstract: The present study investigated the antecedent role of regulatory foci in elementary school students' life satisfaction and coping strategies in response to stressful situations. Regulatory foci, coping style, and life satisfaction were assessed by self-reported measures in a sample of 1174 Chinese elementary school students. The structural equation modeling results revealed that: (1) Promotion focus presented significantly positive effect on life satisfaction, whereas prevention focus presented significantly negative effect on life satisfaction. (2) Correlation analysis indicated that positive coping style more associated with promotion focus than prevention focus, while negative coping style more associated with prevention focus than promotion focus. (3) Positive coping style fully mediated the relationship between promotion focus and life satisfaction, and both coping styles partially mediated the relationship between prevention focus and life satisfaction.

Key words: primary school students, regulatory focus, coping style, life satisfaction

CLC Number: 

  • B844
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