How does future focus promote study engagement? A moderated mediation model of self‐esteem and dispositional awe

Bibliographic Data

ID21375729
AuthorsZhang Fu-Rong (0000-0003-1966-5750, School of Management Shanghai University Shanghai China), Shiting Feng (0000-0002-9723-7869, School of Management Shanghai University Shanghai China, corresponding author), Jie Li (0000-0002-5131-4769, School of Management Shanghai University Shanghai China)
Year2021
Volume58
Issue1
Pages203-216
Publication date2021-01-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenuePsychology in the Schools (JOURNAL)
Journal identifiersISSN: 0033-3085 • E-ISSN: 1520-6807
PublisherWiley (PUBLISHER • GB)
DOI10.1002/pits.22439
OpenAlexW3094325199
LanguageEN
Citations received3
References cited68

Sufficient engagement in studying promotes students' academic performance and ability to compete in the job market. In this study, we explore the role of future focus and dispositional awe in stimulating college students' study engagement. To examine our hypotheses, we conducted a questionnaire survey with 237 students from a national college in China. The results indicate that future focus is positively related to study engagement and that self‐esteem mediates this relationship. Moreover, the mediating effect of self‐esteem is moderated by dispositional awe such that the mediation relationship is weaker when the level of awe is higher. Implications and directions for future research are discussed

Developmental psychology · Mediation · Moderated mediation · Pedagogy · Self-esteem · Student engagement · Impact of Technology on Adolescents · Media Influence and Health · Psychological and Temporal Perspectives Research · Psychology · Social Psychology

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