Emotion differentiation and negative emotional states: the mediating role of perceived academic control and the moderated effect of intrinsic motivation
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Archivos
Fecha
2023-10
Profesor/a Guía
Facultad/escuela
Idioma
en
Título de la revista
ISSN de la revista
Título del volumen
Editor
Springer
Nombre de Curso
Licencia CC
Licencia CC
Resumen
University students experience academic pressure, fatigue, and changes in their everyday and social lives during their transition into college. This study explored variables that influenced first-year students’ stress, anxiety, and depression at a university in Chile. The remnant of long-term social unrest, which emerged at the end of the dictatorship in 1990, has lasted for more than three decades. It is present in the education sector and might reflect the negative emotional states that Chilean students still experience. In this way, students' capacity to distinguish and to regulate stress, anxiety, and depression is crucial, especially in contexts where intense negative emotional states occur; thus, more research is needed to achieve a richer understanding in academic settings. The study involved testing hypotheses over 6 months to undertake a regression-based path analysis using simple mediation and moderated mediation analysis. Results revealed that students’ perceptions of their academic control mediated the relationship between their factor differentiation of emotional experiences and stress, anxiety, and depression. The indirect effect was statistically significantly moderated by intrinsic motivation. Consequently, the effect of their ability to differentiate emotions on stress, anxiety, and depression through the mediator changed due to the levels of intrinsic motivation. Implications and recommendations are discussed. © 2022, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.
Notas
INDEXACIÓN: SCOPUS.
Palabras clave
Factor differentiation, Intrinsic motivation, Negative emotional states, Perceived academic control, University students
Citación
Current Psychology, Volume 42, Issue 30, Pages 26033 - 26049, October 2023
DOI
10.1007/s12144-022-03697-5