School of Psychology, Shaanxi Normal University, Xi'an, China.
Shaanxi Normal University Branch, Collaborative Innovation Center of Assessment Toward Basic Education Quality at Beijing Normal University, Xi'an, China.
J Adolesc. 2024 Jan;96(1):196-208. doi: 10.1002/jad.12268. Epub 2023 Oct 31.
The adaptation of students to academic challenges in high school is crucial for academic performance. This study proposes the concept of "learning crafting," a previously under-researched area, and investigates its associated variables.
Using a diary method, we studied 187 Chinese high school students (64% female; M = 15.57) over a 9-day period. We examined the effect of daily life events on learning crafting, and considered academic emotions as mediators and regulatory focus as moderators.
Hierarchical linear modeling revealed that daily positive events were positively correlated with learning crafting at both within-person and between-person levels. Positive academic emotions served as mediators of this relationship. Furthermore, promotion focus had a positive moderating effect on the relationship between daily positive events and positive academic emotions. Conversely, daily negative events were only negatively correlated with learning crafting at the between-person level, and no additional significant relationships were identified.
This study elucidated the effect of daily life events on learning crafting, its mediating mechanisms, and conditional factors. These results not only contribute to crafting theory, but also provide theoretical underpinnings for future interventions targeting high school students' learning crafting.
学生适应高中的学术挑战对于学业表现至关重要。本研究提出了“学习制作”的概念，这是一个以前研究较少的领域，并调查了其相关变量。
我们使用日记法研究了 187 名中国高中生（64%为女性；M=15.57），为期 9 天。我们考察了日常生活事件对学习制作的影响，并考虑了学业情绪作为中介和调节焦点作为调节因素。
分层线性模型显示，日常积极事件与个人内和个人间水平的学习制作呈正相关。积极的学业情绪是这种关系的中介。此外，促进焦点对日常积极事件与积极学业情绪之间的关系具有积极的调节作用。相反，日常消极事件仅与个人间水平的学习制作呈负相关，且没有发现其他显著关系。
本研究阐明了日常生活事件对学习制作的影响、其中介机制和条件因素。这些结果不仅为制作理论做出了贡献，也为未来针对高中生学习制作的干预提供了理论基础。
