THESIS
2009
74 p. : ill. ; 30 cm
Abstract
The present studies applied regulatory fit theory to an education setting to demonstrate its ecological validity and investigated the mediating mechanism for effect of regulatory fit on test performance. Study 1 (N = 237) was a cross-sectional survey study in which I found that students experiencing dispositional regulatory fit achieved higher marks in examination than those experiencing non-fit and that affective experience and evaluation mediated the effect of regulatory fit on the examination scores. Study 2 (N = 211) was an experimental study in which I cross-validated the Study 1 results by testing the effect of state regulatory fit on sentence completion task. The present findings extend our understanding of mechanisms underlying the regulatory fit effect by showing that affective...[
Read more ]
The present studies applied regulatory fit theory to an education setting to demonstrate its ecological validity and investigated the mediating mechanism for effect of regulatory fit on test performance. Study 1 (N = 237) was a cross-sectional survey study in which I found that students experiencing dispositional regulatory fit achieved higher marks in examination than those experiencing non-fit and that affective experience and evaluation mediated the effect of regulatory fit on the examination scores. Study 2 (N = 211) was an experimental study in which I cross-validated the Study 1 results by testing the effect of state regulatory fit on sentence completion task. The present findings extend our understanding of mechanisms underlying the regulatory fit effect by showing that affective experience and evaluation are significant mediators of regulatory fit effect in education setting.
Post a Comment