Abstract
The current study aims to explore the long-time effect of resilience on academic self-concept and the mediating effect of different emotion regulation strategies in the relationship between resilience and academic self-concept. A total of 524 migrant children (fourth grade to sixth grade; 53.3% were boys) participated in the baseline study (T1). 419 participants completed the second assessment (T2, 3 months after T1), which were used for data analysis for this study. The results showed that resilience at T1 significantly and positively predicted academic self-concept at T2 (β = 0.201, p = 0.002). Reappraisal at T2 mediated the relationship between resilience at T1 and academic self-concept at T2 (β = 0.144, p < 0.001), whereas suppression at T2 did not (β = −0.011, p = 0.083). The study enriches the empirical research on academic self-concept of migrant children, and advises educational scholar and psychologist to improve students’ academic self-concept by promoting their resilience and reappraisal ability.
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Data Availability
The dataset that is analysed during the current study are available from the corresponding author on reasonable request.
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This research was funded by The National Social Science Fund of China (Project No. 20CSH068).
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All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards. This study was approved by the Research Ethics Committee of Nanjing Normal University and the Department of Education of the Funing County, Jiangsu.
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Huang, J., Li, X., Zhao, J. et al. Relations among resilience, emotion regulation strategies and academic self-concept among Chinese migrant children. Curr Psychol 42, 8019–8027 (2023). https://doi.org/10.1007/s12144-021-02086-8
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DOI: https://doi.org/10.1007/s12144-021-02086-8