Emotion regulation is positively associated with academic motivation among university students¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q2 · i3 large
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i3 Emotion regulation correlates positively with academic motivation (r = 0.457). → Zhang Y 2026 q2 i? Emotion regulation remains positively associated with academic motivation when AI anxiety and daily AI use are controlled (B = 0.439). → Zhang Y 2026 (2)

Evidence¶

Zhang Y 2026¶

Zhang Y, Shi Y and Lu J (2026). The relationship between AI anxiety and academic motivation among university students: the mediating role of emotion regulation and the moderating role of gender. Front. Psychol. 17:1918525. https://doi.org/10.3389/fpsyg.2026.1918525

q2 · i3 · associational · r2

Bivariate Pearson correlation analysis (Table 1) in the cross-sectional survey of 1,484 Chinese university students. Emotion regulation was positively correlated with academic motivation (r = 0.457, p < 0.001).

"AI anxiety was negatively correlated with both emotion regulation (r = −0.172, p < 0.001) and academic motivation (r = −0.175, p < 0.001), whereas emotion regulation was positively correlated with academic motivation (r = 0.457, p < 0.001)."

Zhang Y 2026 (2)¶

Zhang Y, Shi Y and Lu J (2026). The relationship between AI anxiety and academic motivation among university students: the mediating role of emotion regulation and the moderating role of gender. Front. Psychol. 17:1918525. https://doi.org/10.3389/fpsyg.2026.1918525

q2 · i? · associational · r2

Regression path from PROCESS Model 4 (Table 2). With AI anxiety and daily AI use duration in the model, emotion regulation was positively associated with academic motivation (B = 0.439, p < 0.001). No standardized effect size is printed for this path.

"When AI anxiety, emotion regulation, and daily AI use duration were entered simultaneously, emotion regulation was positively associated with academic motivation [B = 0.439, SE = 0.023, 95% CI (0.393, 0.485), p < 0.001]"

Studies bearing on this claim¶

Do learners who regulate their emotions better show more motivation and stronger executive control? This table gathers the studies behind this claim and the 7 narrower claims that bear on it: 4 distinct studies (3 associational, 1 review), q2–q3, 2 of 4 with an effect size coded. One row per study, codes as each entry records them; no effect is averaged and no verdict is drawn. Built by scripts/synthesize_claim.py from eval/synthesis/; a row that looks wrong is fixed on the claim it comes from.

Discussion¶

Learner Variables¶

• Affect Regulation — predictor: learners who differ on it differ in outcomes

Related Claims¶

• AI anxiety is negatively associated with academic motivation among university students, in both bivariate and regression analyses — related
• AI anxiety is negatively associated with emotion regulation among university students — related
• Daily AI use duration shows a weak positive correlation with academic motivation among university students — related
• The indirect association between AI anxiety and academic motivation through emotion regulation is significant for both male and female students but stronger among male students — related
• Emotion regulation partially mediates the negative association between AI anxiety and academic motivation — related
• Gender moderates the association between emotion regulation and academic motivation, with a stronger positive association among male students — related
• Pre-actional metacognitive, motivational, and positive-emotional components are positively associated with regulatory behavior in the actional phase, while anger and anxiety are negatively associated — related