무용전공 대학생의 스트레스 평가와 수업참여간의 관계에서 정서조절과 내적 동기의 매개효과
The Mediating Effects of Emotional Regulation and Intrinsic Motivation between Dance University Students’ Cognitive Appraisals to Stress and Class Engagement
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The purpose of this study was to investigate the mediating effects of emotional regulation and intrinsic motivation between cognitive appraisal and class engagement among dance university students, and to test its invariance across dance career. A total of 409 male and female university students responded to a set of questionnaires measuring cognitive appraisal, emotional regulation, intrinsic motivation, and class engagement. Data were conducted using structural equation modeling and multi-group analysis. The results of structural equation modeling and multi-group analysis were as follows: (1)Students’cognitive reappraisal and intrinsic motivation were partially mediated the relationship between challenge appraisal and class engagement. (2)Students’challenge appraisal to stress partially impacted on class engagement through suppress to expression and intrinsic motivation. (3)Students’threat appraisal to stress had no impact on class engagement through suppress to expression and intrinsic motivation. (4)Students’threat appraisal to stress had no impact on class engagement through cognitive reappraisal to expression and intrinsic motivation. (5) The structural relationship among the study variables was invariant across dance careers. These findings suggest that students’cognitive appraisal to stress, emotional regulation, and intrinsic motivation were predictors of class engagement in COVID-19 Pandemic.
Abstract
The purpose of this study was to investigate the mediating effects of emotional regulation and intrinsic motivation between cognitive appraisal and class engagement among dance university students, and to test its invariance across dance career. A total of 409 male and female university students responded to a set of questionnaires measuring cognitive appraisal, emotional regulation, intrinsic motivation, and class engagement. Data were conducted using structural equation modeling and multi-group analysis. The results of structural equation modeling and multi-group analysis were as follows: (1)Students’cognitive reappraisal and intrinsic motivation were partially mediated the relationship between challenge appraisal and class engagement. (2)Students’challenge appraisal to stress partially impacted on class engagement through suppress to expression and intrinsic motivation. (3)Students’threat appraisal to stress had no impact on class engagement through suppress to expression and intrinsic motivation. (4)Students’threat appraisal to stress had no impact on class engagement through cognitive reappraisal to expression and intrinsic motivation. (5) The structural relationship among the study variables was invariant across dance careers. These findings suggest that students’cognitive appraisal to stress, emotional regulation, and intrinsic motivation were predictors of class engagement in COVID-19 Pandemic.
참고문헌 (64)
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