The impact of goal self-concordance on emotion regulation during academic goal pursuit: A multilevel latent profile analysis approach
Year: 2025
Type: article
Study design: Observational Study
Abstract: Background Goal pursuit is a key aspect of students’ life. Research shows self-concordant goals predict the type of emotion regulation strategies during academic goal striving, influencing goal outcomes. However, recent studies using multilevel latent profile analysis (ML-LPA) suggest considering the degree and consistency of emotion regulation strategy use alongside type. Aims This study examined how self-concordant goals affect the type, degree, and consistency of emotion regulation efforts in pursuing academic goals. Using ML-LPA, we identified profiles encompassing these dimensions and explored the role of emotion regulation profile membership as mediator of goal self-concordance and goal pursuit outcomes. Theoretical framework The study was based on the self-concordance model (Sheldon, 2014) and Bonanno and Burton's (2013) framework for emotion regulation flexibility. Sample The sample consisted of 366 undergraduates (77 % female, M age = 20.04, SD = 1.49). Methods In a daily diary study, participants reported on an academic goal and its self-concordance each morning. In the evening, they reported on emotion regulation strategies for negative goal-related emotions and goal pursuit outcomes. Results Four day-level and five person-level profiles were identified. Goal self-concordance predicted optimal outcomes through increased membership likelihood in adaptive emotion regulation profiles—characterized by engagement-type strategies and an average degree of emotion regulation implementation—and through reduced membership likelihood in maladaptive profiles, typified by low degree of emotion regulation implementation and inconsistent strategy use. Conclusions This study expands our knowledge of the processes underlying academic goal pursuit, by clarifying the emotion regulation processes mediating the relationship between goal motivation and outcomes.
Source: Learning and Instruction
Authors: Moti Benita, Christopher P. Niemiec
Institutions: Ben-Gurion University of the Negev, University of Rochester
Language: English
Subfield: Experimental and Cognitive Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: hybrid
Estimated APC paid: $4,580
OpenAlex ID: W4410739157