Emotional regulation, academic self-efficacy, and academic engagement among art education students

A cross-sectional study

Bibliographic Data

ID13918059
AuthorsXianjue Zheng (Hunan University of Science and Technology, corresponding author), Lan Sun (0000-0001-9502-3560, Hunan University of Science and Technology), Rong Mei (SEGi University), Mei Song (0000-0002-2879-3298, Zhejiang University of Science and Technology), Mei Ling Song (0000-0002-4903-9067, Zhejiang University of Science and Technology)
Year2024
Volume52
Issue10
Pages1-9
Publication date2024-10-02
Open AccessYes
TypeARTICLE
VenueSocial Behavior and Personality An International Journal (JOURNAL)
Journal identifiersISSN: 0301-2212 • E-ISSN: 1179-6391
PublisherScientific Journal Publishers Limited (PUBLISHER)
DOI10.2224/sbp.13486
OpenAlexW4403375926
LanguageEN
Citations received1

We conducted a study of 362 undergraduate art education students to investigate the influence of emotional regulation skills on academic engagement, and the mediating role of academic self-efficacy in this relationship. The results revealed a significant positive correlation between emotional regulation skills and academic engagement. Furthermore, academic self-efficacy mediated this relationship. Our research contributes to a better understanding of the interplay of emotional regulation skills, academic engagement, and academic self-efficacy among undergraduate art education students in the context of higher education in China. The findings offer practical insights for educators to enhance academic engagement among students in art education programs and suggest future directions for research

Cross-sectional study · Higher education · Mathematics education · Medical education · Political science · Self-efficacy · Student engagement · Art Education and Development · Creativity in Education and Neuroscience · Educational Methods and Teacher Development · Medicine · Psychology · Social Psychology

Tools

Open DOIOpen Access