An Analysis of the Influencing Factors of Study Engagement and Its Enlightenment to Education: Role of Perceptions of School Climate and Self-Perception

Predominantly, a school provides pedagogical support to its students, though perceptions about the school’s internal environment can incessantly influence a student’s aggregated learning experience. The present study aims to investigate the impact of the campus environment on students’ study engagement and the roles of self-concept clarity and intentional self-regulation on this association. A hypothetical model about the relationship between campus perception, self-concept clarity, intentional self-regulation, and study engagement was tested. A total of 1597 students from Gansu Province, China, selected through a convenience sampling technique, were surveyed utilizing self-rated scales. Data were collected utilizing the Study Engagement Scale, Perceptions of School Climate Scale, Intentional Self-Regulation Scale and Self-Concept Clarity Scale. Results showed lower to moderate positive correlations between study variables. Students’ campus environment perceptions positively predicted adolescents’ study engagement. This association was also mediated by self-concept clarity and intentional self-regulation. All of these factors explained 41.26% variability of the study engagement. These findings show how the learning environment can impact students. Specifically, these results help demonstrate that self-concept clarity and intentional self-regulation have academic importance to optimize students’ study engagement that in turn promotes quality learning.

Entrepreneurial Self-Efficacy and Entrepreneurial Intention: The Mediating Role of Entrepreneurship Intentional Self-Regulation among Undergraduate Students

Prior studies have explored the correlation between students’ Entrepreneurial Self-Efficacy and Entrepreneurial Intention, where several studies found a strong relationship between them, while others suggested moderate even weak correlation on it. This research aims to explore the mediating effect of Entrepreneurship Intentional Self-Regulation (EISR) on the relationship between Entrepreneurial Self-Efficacy (ESE) and Entrepreneurial Intention (EI) among undergraduate students in Indonesia. There is a need to explain this concept considering that the emergence of entrepreneurs is one of the government’s priorities in Indonesia. Data were collected from 299 undergraduate students on their final year of studies from eight universities which provide entrepreneurship education in Jakarta and Bandung. Hayes’s PROCESS Macro in SPSS was used to analyse the effect and showed that Entrepreneurship Intentional Self-Regulation (EISR) was fully mediated the relationship between Entrepreneurial Self-Efficacy and Entrepreneurial Intention among undergraduate students in Indonesia.

Group-Based Emotions Over Time: Dynamics of Experience and Regulation

People’s emotions toward their ingroups and salient outgroups often change over time as a result of changing circumstances or intentional self-regulation. To investigate such dynamics, two studies assessed participants’ perceived past, present, and ideal levels of group-based emotions toward ingroups and outgroups, for several different types of groups. Consistent with predictions, participants ideally wanted to feel more positive and less negative emotions toward the ingroup compared to their present levels. However, contrary to predictions, ideal emotions toward competitive outgroups were more positive than negative. Several effects over time suggested the successful regulation of emotion: Ideal levels of positive ingroup emotion predicted group-related behavioral intentions as well as emotions reported at a later time, over and above present levels. This work puts group-based emotions in a subjective temporal context and opens new directions for theory-driven investigation and new possibilities for interventions.