• Energy Research

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.

Enhancing academic engagement in university students can help enrich students’ educational experience. Drawing on the Conservation of Resources Model and the Job Demand-Resources Model, this study aims to explore the links between undergraduates’ achievement goal orientation and academic engagement (AE), by examining the mediating functions of perceived school climate (PSC) and academic self-efficacy (ASE). Using whole-group sampling, 571 Chinese undergraduates were selected using a self-reporting method to explore the impacts of mastery-approach goals (MAGs) and performance-avoidance goals (PAGs) on AE, as well as the chain mediating effects of PSC and ASE. The findings show that both MAGs and PAGs have a positive, direct, predictive effect on university students’ AE. Additionally, both goal orientations indirectly predict AE through PSC and ASE, separately. The results showed there was also a significant chain mediating effect of PSC and ASE, where for both goal orientations, AE was positively predicted. This study highlights the role of environmental as well as personal factors in facilitating self-regulated learning among university students, and it discusses implications for future research.

This study aimed to examine the effects of family adaptation on anxiety, and the role of Zhongyong thinking style and intentional self-regulation in this association. A hypothetical model of the relationship between family adaptation, Zhongyong thinking style, intentional self-regulation, and anxiety was tested. A convenience sampling method was used to survey 1192 pre-service teachers in Yunnan Province on a self-report scale. Data were collected using the Family Adaptability Scale, the Zhongyong Thinking Style Scale, the Adolescent Intentional Self-Regulation Questionnaire, and the Self-Rating Anxiety Scale. The results show significant positive correlations among the three variables of family adaptation, Zhongyong thinking style and intentional self-regulation, and significant negative correlations with anxiety, respectively. Pre-service teachers’ family adaptation had a direct positive predictive effect on anxiety, which in turn indirectly predicted anxiety through the mediating effect of the Zhongyong thinking style, and individuals’ intentional self-regulation had a moderating effect of family adaptation on the Zhongyong thinking style. This study shows how family adaptation affects pre-service teachers’ anxiety; the results of this study also help to demonstrate the academic value of family adaptation and Zhongyong thinking style in optimally reducing pre-service teachers’ anxiety, and thus promoting good psychological status.