The Relation between Regulatory Focus and Self Regulated Learning: The Mediating Effects of Anticipated Emotions and Volition on Goal Achievement

??? ??????????????? ???????????? ????????? ?????????????????? ????????? ??????????????? ??? ??????(????????????, ????????????), ?????????????????? ????????? ?????? ?????????????????? ????????????(??????????????????, ??????????????????)??? ???????????? ???????????? ????????? ????????? ???????????? ??????????????? ????????????, ??? ????????? ??????????????? ??????????????? ?????????. ???????????? ???????????? ??????????????? ??????????????? ???????????? ??????, ???????????? ??????, ?????? ??????, ?????????????????? ????????? ???????????????. ?????? ?????? ????????? AMOS 18.0??? ????????????, ?????? ????????? ????????? ????????? ???????????????. ?????? ??????, ??????????????? ??? ????????? ?????????????????? ?????? ????????????????????? ??????????????? ????????????(??????????????????, ??????????????????), ?????? ??? ????????????????????? ????????? ?????????, ??????????????? ??????????????????, ????????? ?????? ????????? ?????????. ?????? ??????????????? ??????????????? ?????? ????????? ?????????, ?????? ?????? ????????????????????? ????????? ????????? ????????? ????????????. ??????????????? ?????? ???????????? ???????????? ??????????????? ????????? ??????, ??????????????? ????????????????????? ????????????????????? ?????? ????????????????????? ????????? ????????? ????????? ????????????. ????????? ??????????????? ????????????????????? ?????? ????????????????????? ????????? ????????? ????????? ????????????. ????????? ??????????????? ???????????? ???????????? ??? ??????????????? ?????? ???????????? ????????????.The purpose of study was to identify and evaluate the model concerning causal relations among regulatory focus, self-regulated learning, and mediators (e.g., Anticipated Emotions and Volition on Goal Achievement). Data were collected from 329 college students. Results of the study indicated that the hypothesized model fit the data well. The casual model of the regulatory focus and self-regulated learning indicated that the promotion focus positively influenced the positive anticipated emotion, the negative anticipated emotion, the volition, and the self-regulated learning respectively,. However, the prevention focus negatively influenced the negative anticipated emotion and the volition. The analysis of mediator effects revealed the promotion focus presented a positive effect on self-regulated learning through the anticipated emotions. Likewise, the prevention focus showed a negative effect on the self-regulated learning through negative anticipated emotion. Implications are discussed