%A Wang,Daoyang %A Li,Shuting %A Hu,Mingming %A Dong,Dan %A Tao,Sha %D 2017 %J Frontiers in Psychology %C %F %G English %K rural-to-urban migrant adolescents,negative academic emotions,psychological well-being,cognitive reappraisal,emotion regulation strategies %Q %R 10.3389/fpsyg.2017.01312 %W %L %M %P %7 %8 2017-August-02 %9 Original Research %+ Sha Tao,State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University,Beijing, China,taosha@bnu.edu.cn %+ Sha Tao,IDG/McGovern Institute for Brain Research, Beijing Normal University,Beijing, China,taosha@bnu.edu.cn %# %! Negative academic emotion and psychological well-being in Chinese rural-to-urban migrant adolescents %* %< %T Negative Academic Emotion and Psychological Well-being in Chinese Rural-to-Urban Migrant Adolescents: Examining the Moderating Role of Cognitive Reappraisal %U https://www.frontiersin.org/articles/10.3389/fpsyg.2017.01312 %V 8 %0 JOURNAL ARTICLE %@ 1664-1078 %X The study aimed to explore the relationship among negative academic emotions (e.g., anxiety, shame, anger, boredom, hopelessness, disappointment, and hatred), psychological well-being (including life vitality, health concern, altruism commitment, self-value, friendly relationship, and personal development), and cognitive reappraisal in rural-to-urban migrant adolescents in China. Specifically, it was hypothesized that the relationship between psychological well-being and negative academic emotions is moderated by cognitive reappraisal. A total of 311 migrant adolescents aged 14–20 years were selected, including 132 boys and 179 girls. Results of a regression analysis showed that cognitive reappraisal (positive) and negative academic emotions were significant predictors of psychological well-being. The interaction effect between cognitive reappraisal and negative academic emotion was also a significant predictor of psychological well-being. In the simple slope analysis the group with a below average cognitive reappraisal score the negative academic emotions were associated with lower psychological well-being, whereas in the group with above average cognitive reappraisal the effect of negative academic emotions on psychological well-being was not significant. However, for those with a cognitive reappraisal score of 1 standard deviation above the average, the effect of negative academic emotions on psychological well-being was not significant. These results suggest that cognitive reappraisal was a significant moderator in the relationship between negative academic emotion and psychological well-being.