Abstract
Previous studies have shown that self-regulation is closely related to psychological well-being. However, as two types of self-regulation process, little is known about how the regulatory mode relates to good emotional health in academic settings. The purpose of this research was to investigate the role that the regulatory mode plays in college students’ academic engagement and burnout. 301 university students were recruited from two Chinese universities, and a structural equation model showed a negative relationship between the locomotion mode and academic burnout, and a positive one between the locomotion mode and academic engagement. In contrast, the assessment mode was negatively associated with academic engagement, yet showed a positive correlation with academic burnout. Implications for the mechanism of how the regulatory mode influences academic engagement and burnout in college students are discussed.
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