Rentzios Christos, Kamtsios Spiridon, Karagiannopoulou Evangelia
Department of Philosophy, Education, and Psychology, University of Ioannina, Ioannina, Greece.
J Nerv Ment Dis. 2019 Aug;207(8):683-692. doi: 10.1097/NMD.0000000000001027.
The present study belongs to a new strand of research in learning in higher education focusing on emotions and emotion regulation, including defense mechanisms. The purpose of the study was to investigate the mediating role of implicit and explicit emotion regulation in the relationship between academic emotions and approaches to learning. Participants were composed of 226 undergraduates (40 males and 186 females studying in a social science department). They completed the following questionnaires: Emotion Regulation Questionnaire, Student Experience of Emotions Inventory, Defense Style Questionnaire, and Approaches to Learning and Studying Inventory. Both the moderating (interaction) and the mediational (indirect) effects were examined using the PROCESS program. Results failed to indicate the moderating role of emotion regulation in the association between academic emotions and approaches to learning. Instead, results revealed the dominant mediating role of emotion regulation and particularly the role of immature defense style in the relationship between negative emotions and approaches to learning. Moreover, reappraisal and suppression seemed to act as mediators in the relationship between positive and negative emotions with deep and surface approaches, respectively. The results of the study are discussed in the context of the recent literature. Implications for higher-education institutions regarding the role of unconscious cognitive processes are also discussed.
本研究属于高等教育学习领域中一个新的研究方向，聚焦于情绪及情绪调节，包括防御机制。该研究的目的是探究内隐和外显情绪调节在学业情绪与学习方式之间关系中的中介作用。参与者由226名本科生组成（40名男性和186名女性，均就读于社会科学系）。他们完成了以下问卷：情绪调节问卷、学生情绪体验量表、防御方式问卷以及学习方式量表。使用PROCESS程序检验了调节（交互）效应和中介（间接）效应。结果未能表明情绪调节在学业情绪与学习方式之间的关联中起到调节作用。相反，结果揭示了情绪调节的主导中介作用，尤其是不成熟防御方式在负面情绪与学习方式之间关系中的作用。此外，重新评价和抑制似乎分别在积极情绪与深层学习方式、消极情绪与表层学习方式之间的关系中充当了中介。研究结果将在近期文献的背景下进行讨论。同时也探讨了无意识认知过程的作用对高等教育机构的启示。
