University students' regulatory focus-mode profiles and their relationships with grit, critical thinking, effort regulation, and perceptions of academic success

Abstract

This research drew on Higgins’ (2012) theory, which proposed that motivation comprises peoples simultaneous strivings to achieve valued outcomes, understand their realities, and exert control over their actions. Regulatory focus (i.e., promotion and prevention) and regulatory mode (i.e., assessment and locomotion) orientations measure the three types of strivings to be effective; these four regulatory focus and mode orientations work together (i.e., interact) to influence motivation and its effects (Higgins, 2012). This research examined regulatory focus-mode profiles (i.e., configurations) that reflect the interrelationships among promotion, prevention, assessment, and locomotion for Chinese university students. Data were collected from 886 participants and were analyzed by means of latent profile analyses; five profiles were identified. Subsequent analyses revealed significant differences among these regulatory focus-mode profiles with regard to grit, critical thinking, effort regulation, and perceptions of academic success. These findings advance understanding of motivation and its effects and provide a solid springboard for future research.