Gender moderates the association between emotion regulation and academic motivation, with a stronger positive association among male students¶

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

Subclaims¶

q2 i? The interaction between emotion regulation and gender is significant (B = −0.160), indicating gender moderated the association with academic motivation. → Zhang Y 2026 q2 i? Simple slopes show emotion regulation is positively associated with academic motivation among both male students (Bsimple = 0.519) and female students (Bsimple = 0.358), and the association is stronger among male students. → 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 · i? · associational · r2

PROCESS Model 14 regression (Table 3) controlling for daily AI use duration, in the survey of 1,484 students. The emotion regulation × gender interaction was significant (B = −0.160, p < 0.001); gender was coded male = 1, female = 2.

"The interaction between emotion regulation and gender was significant [B = −0.160, SE = 0.046, p < 0.001, 95% CI (−0.250, −0.071)], indicating that gender moderated the association between emotion regulation and academic motivation."

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

Simple slope analyses illustrated in Figure 2, from the same moderated regression. The positive association held for male students (Bsimple = 0.519, p < 0.001) and female students (Bsimple = 0.358, p < 0.001), and was stronger among male students.

"emotion regulation was positively associated with academic motivation among both male students ( Bsimple = 0.519, p < 0.001) and female students (Bsimple = 0.358, p < 0.001). However, this positive association was stronger among male students, as indicated by the steeper slope."

Discussion¶

Learner Variables¶

• Affect Regulation — predictor: learners who differ on it differ in outcomes
• Gender — moderator: an instructional effect differs by group

Related Claims¶

• Emotion regulation is positively associated with academic motivation among university students — the general claim this finding bears on, with the studies behind it
• 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
• AI anxiety is negatively associated with academic motivation among university students, in both bivariate and regression analyses — related
• The effects of thoughtless GenAI use on motivation, self-efficacy, and self-directed learning differ significantly by gender — related
• Gender related to students' emotions but showed no significant effects on math grades, while intelligence and SES related positively to grades — related