Emotion regulation and student outcomes: a study of higher education students
The swift progress of science and technology, which is transforming the global economy and job markets, has resulted in a volatile and complex global environment. Higher education students face various challenges in today's rapidly evolving, knowledge-centric world. Consequently, developing a g...
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| Format: | Final Year Project |
| Language: | English |
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Nanyang Technological University
2024
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| Online Access: | https://hdl.handle.net/10356/177565 |
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| Institution: | Nanyang Technological University |
| Language: | English |
| Summary: | The swift progress of science and technology, which is transforming the global economy and job markets, has resulted in a volatile and complex global environment. Higher education students face various challenges in today's rapidly evolving, knowledge-centric world. Consequently, developing a growth mindset and embracing adaptive emotion regulation strategies could benefit them in navigating these dynamic challenges. The present study assessed the predictive relationships between mindsets, emotion regulation, satisfaction with life, vitality, and academic buoyancy. A convenience sample of 211 higher education students in Singapore participated in this study by completing an anonymous online questionnaire. Path analysis results indicated that growth mindset positively predicted cognitive reappraisal and expressive suppression, whereas fixed mindset positively predicted expressive suppression but not cognitive reappraisal. Results also indicated that cognitive reappraisal positively predicted satisfaction with life, vitality, and academic buoyancy, whereas expressive suppression negatively predicted satisfaction with life and vitality. From the mediation analysis, results indicated that growth mindset indirectly and positively predicted satisfaction with life, vitality, and academic buoyancy via cognitive reappraisal. On the other hand, fixed mindset indirectly and negatively predicted satisfaction with life and vitality via expressive suppression. These empirical findings have implications for student development policy and practice in higher education contexts. |
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