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| Effects of regulatory focus on English academic achievement among higher elementary school students and mediating role of academic emotion |
| SONG Liwen, ZHU Xiaowen, HE Wen |
| Department of Psychology, College of Education, Shanghai Normal University, Shanghai 200234, China |
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Abstract Objective To explore the role of regulatory focus in English academic achievement of higher elementary school students and the mediating role of academic emotion. Methods A total of 800 students of grades 4 and 5 in 5 Shanghai primary schools were investigated. We used regulatory focus questionnaire, students' academic emotion questionnaire, and the results of mid-term and final English tests as the indicators of English academic achievement to study the effects of regulatory focus and academic emotion on English academic achievement and the mechanisms. Results Regulatory focus and positive academic emotion significantly positively predicted English academic achievement. However, negative academic emotion significantly negatively predicted English academic achievement. Regulatory focus indirectly affected English academic achievement of higher elementary school students by their academic emotion. Conclusion The regulatory focus and academic emotion have important influences on English academic achievement, and the effect is also partially mediated by academic emotion.
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