Regulatory Focus and Subjective Well-Being: The Mediating Role of Coping Styles and the Moderating Role of Gender

Abstract

Although previous research has suggested that regulatory focus may exert considerable impacts on individuals’ subjective well-being (SWB), little research has explored the mechanism for this relation and the potential gender difference. The current study investigated the potential mediating effects of coping styles on the relationship between regulatory focus and three aspects of SWB (indicated by life satisfaction, positive affect, and negative affect) among Chinese adolescents. Total of 2943 Chinese adolescents participated in this cross-sectional survey and completed self-reported questionnaires (M_age = 14.47, SD = 1.59, 44.50% boys). Hypothesized pathways were tested by structural equation models. Results showed that regulatory foci were significantly associated with SWB. Promotion focus predicted SWB mainly through problem-focused coping, and the mediating effects of emotion-focused coping were also observed; Prevention focus predicted SWB mainly through emotion-focused coping, and the mediating effects of problem-focused coping were observed. Furthermore, relative to boys, the prediction of problem-focused coping on life satisfaction was stronger and the prediction of promotion focus on life satisfaction was weaker for girls. These findings provide a new approach to understand the mechanism for the relationship between regulatory foci and SWB, and indicate the gender differences of this process.

Keywords:

• Coping styles
• gender
• motivation
• regulatory focus
• subjective well-being

Authors’ Contributions

Ruoxuan Li: Designing framework, analyzing data, and drafting article.

Hongrui Liu: Designing framework, modifying the manuscript.

Meilin Yao: Designing framework, and revising article.

Yunxiang Chen: Modifying and revising the manuscript.

Additional information

Funding

This research was supported by the MOE Project of Key Research Institute of Humanities and Social Sciences at Universities (Grant No. 15JJD190002).

This research was supported by the MOE Project of Key Research Institute of Humanities and Social Sciences at Universities (Grant No. 15JJD190002).

Notes on contributors

Ruoxuan Li

Ruoxuan Li is a Master graduate in the School of Psychology at Beijing Normal University, China. Her research interests focus on parental involvement, autonomy support and students’ development.

Hongrui Liu

Meilin Yao is a full professor in the School of Psychology at Beijing Normal University, China. Her research interests includes transfer of learning, parental involvement, service learning, and volunteering service.

Meilin Yao

Hongrui Liu is a doctoral candidate in the School of Psychology at Beijing Normal University, China. Her research interests focus on regulatory foci, academic development and the relationship between teachers and students.

Yunxiang Chen

Yunxiang Chen is a Master graduate in the School of Psychology at Beijing Normal University, China. His research interests focus on attachment in close relationships, interpersonal interaction, and satisfaction and frustration of relatedness needs.