Frontiers in Psychology
Volume 8, Issue AUG, 2017

Negative academic emotion and psychological well-being in chinese rural-to-urban migrant adolescents: Examining the moderating role of cognitive reappraisal (Article) (Open Access)

Wang D. , Li S. , Hu M. , Dong D. , Tao S.*
  • a Collaborative Innovation Center of Assessment toward Basic Education Quality, Beijing Normal University, Beijing, China, Department of Psychology, Anhui Normal University, Wuhu, China
  • b State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing, China
  • c State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing, China
  • d Department of Psychology, Anhui Normal University, Wuhu, China
  • e State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing, China, IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing, China

Abstract

The study aimed to explore the relationship among negative academic emotions (e.g., anxiety, shame, anger, boredom, hopelessness, disappointment, and hatred), psychological well-being (including life vitality, health concern, altruism commitment, self-value, friendly relationship, and personal development), and cognitive reappraisal in rural-to-urban migrant adolescents in China. Specifically, it was hypothesized that the relationship between psychological well-being and negative academic emotions is moderated by cognitive reappraisal. A total of 311 migrant adolescents aged 14-20 years were selected, including 132 boys and 179 girls. Results of a regression analysis showed that cognitive reappraisal (positive) and negative academic emotions were significant predictors of psychological well-being. The interaction effect between cognitive reappraisal and negative academic emotion was also a significant predictor of psychological well-being. In the simple slope analysis the group with a below average cognitive reappraisal score the negative academic emotions were associated with lower psychological well-being, whereas in the group with above average cognitive reappraisal the effect of negative academic emotions on psychological well-being was not significant. However, for those with a cognitive reappraisal score of 1 standard deviation above the average, the effect of negative academic emotions on psychological well-being was not significant. These results suggest that cognitive reappraisal was a significant moderator in the relationship between negative academic emotion and psychological well-being. © 2017 Wang, Li, Hu, Dong and Tao.

Author Keywords

Emotion regulation strategies Rural-to-urban migrant adolescents Negative academic emotions cognitive reappraisal Psychological well-being

Index Keywords

[No Keywords available]
Link
https://www.scopus.com/inward/record.uri?eid=2-s2.0-85026817207&doi=10.3389%2ffpsyg.2017.01312&partnerID=40&md5=1f7ce2b153aa679e66dbb049806e0d06
DOI: 10.3389/fpsyg.2017.01312
ISSN: 16641078
Cited by: 1
Original Language: English