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Article

The Effects of a University’s Self-Presentation and Applicants’ Regulatory Focus on Emotional, Behavioral, and Cognitive Student Engagement

1
Knowledge Construction Lab, Leibniz-Institut für Wissensmedien, D-72076 Tübingen, Germany
2
Department of Psychology, Eberhard Karls University, D-72076 Tübingen, Germany
*
Author to whom correspondence should be addressed.
Sustainability 2020, 12(23), 10045; https://doi.org/10.3390/su122310045
Received: 9 November 2020 / Revised: 29 November 2020 / Accepted: 30 November 2020 / Published: 1 December 2020
(This article belongs to the Special Issue Academic Motivation, Performance and Student Well-Being)
A university’s presentation of its programs to the public should provide potential students with information about what they can expect as students at that university. However, it is largely unclear what kind of self-presentation affects different applicants and their commitment. In a laboratory experiment with N = 116 participants, we examined the emotional, behavioral and cognitive impact of a university’s self-presentation (either emphasizing chances for students or emphasizing their obligations) on student engagement. We also measured the participants’ regulatory focus (promotion and prevention focus). We found interaction effects of the university’s self-presentation and participants’ promotion and prevention focus on student engagement. There was a regulatory fit for promotion focus in the chances condition for emotions and behavior. There was also a regulatory fit for prevention focus in the obligations condition for cognitive processes. We conclude that universities should dedicate time and effort to creating a clear presentation of their offerings in the implementation of digital learning environments. View Full-Text
Keywords: academic performance; academic motivation; academic goals; motivational strategies academic performance; academic motivation; academic goals; motivational strategies
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MDPI and ACS Style

Kümmel, E.; Kimmerle, J. The Effects of a University’s Self-Presentation and Applicants’ Regulatory Focus on Emotional, Behavioral, and Cognitive Student Engagement. Sustainability 2020, 12, 10045. https://doi.org/10.3390/su122310045

AMA Style

Kümmel E, Kimmerle J. The Effects of a University’s Self-Presentation and Applicants’ Regulatory Focus on Emotional, Behavioral, and Cognitive Student Engagement. Sustainability. 2020; 12(23):10045. https://doi.org/10.3390/su122310045

Chicago/Turabian Style

Kümmel, Elke, and Joachim Kimmerle. 2020. "The Effects of a University’s Self-Presentation and Applicants’ Regulatory Focus on Emotional, Behavioral, and Cognitive Student Engagement" Sustainability 12, no. 23: 10045. https://doi.org/10.3390/su122310045

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