Chen-Bouck Li, Patterson Meagan M, Peng Anqi
Graduate School of Education, Baker University, Baldwin City, KS, United States.
Department of Educational Psychology, University of Kansas, Lawrence, KS, United States.
Front Psychol. 2024 Oct 22;15:1454886. doi: 10.3389/fpsyg.2024.1454886. eCollection 2024.
Social-emotional skills (e.g., emotion regulation) influence a variety of academic outcomes among children. This study examined the relations of coping strategies and cognitive emotion regulation (CER) to academic achievement goals and academic performance among Chinese children ( = 401, age = 10.52 years). Full Structural Equation Modeling (SEM) analysis showed that children's use of active coping strategies was positively associated with their endorsement of performance approach and mastery avoidance goals. Avoidant and support-seeking coping strategies were not associated with any outcome variables. Maladaptive CER was positively associated with performance approach, performance avoidance, and mastery avoidance goals and negatively associated with academic performance; adaptive CER was positively associated with mastery approach goals but not associated with other outcome variables. The current study provided some preliminary evidence to indicate that active coping strategies, maladaptive CER, and adaptive CER were associated with academic achievement goals and academic performance among Chinese children. Although maladaptive CER was not used as often as adaptive CER by Chinese children, the more they used maladaptive CER, the more likely they were to have academic achievement goals that focused on things other than learning itself, whereas the more Chinese children used adaptive CER, the more likely they were to set an achievement goal to master the knowledge. Therefore, in teaching practices or intervention planning, decreasing maladaptive CER strategies may be as important as cultivating adaptive CER strategies to facilitate academic success among Chinese children.
社会情感技能（如情绪调节）会影响儿童的多种学业成果。本研究考察了应对策略和认知情绪调节（CER）与中国儿童（n = 401，年龄 = 10.52岁）的学业成就目标及学业表现之间的关系。全结构方程模型（SEM）分析表明，儿童使用积极应对策略与他们对成绩趋近和掌握回避目标的认同呈正相关。回避和寻求支持的应对策略与任何结果变量均无关联。适应不良的CER与成绩趋近、成绩回避和掌握回避目标呈正相关，与学业表现呈负相关；适应性CER与掌握趋近目标呈正相关，但与其他结果变量无关联。本研究提供了一些初步证据，表明积极应对策略、适应不良的CER和适应性CER与中国儿童的学业成就目标及学业表现相关。尽管中国儿童使用适应不良的CER不如使用适应性CER频繁，但他们使用适应不良的CER越多，就越有可能拥有关注学习本身以外事物的学业成就目标，而中国儿童使用适应性CER越多，就越有可能设定掌握知识的成就目标。因此，在教学实践或干预计划中，减少适应不良的CER策略可能与培养适应性CER策略同样重要，以促进中国儿童在学业上取得成功。
