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Updated: Jan 8, 2026

Psychophysiological Assessment of the Effectiveness of Emotion Regulation Strategies in Childhood
Published on: February 11, 2017
The chain mediating effect of mindfulness and self-regulation in the relationship between parental warmth and
Xiangli Guan1, Yaqi Zhang1, Jingjing Wang1
1School of Teacher Education, Yuxi Normal University, Yuxi, 653100, China.
Abstract:
Grounded in motivational dynamics theory, this research investigates how parental warmth within the family education environment influences adolescents' engagement in learning. It also examines the role of adolescents' self-cognition and regulation, focusing on mindfulness and intentional self-regulation. A sample of 1255 Chinese adolescent students was recruited. Structural equation modeling (SEM) was employed to examine the relationships among parental warmth, mindfulness, intentional self-regulation, and study engagement. A strong, positive relationship was found among parental warmth, mindfulness, intentional self-regulation, and study engagement (0.29 ≤ r ≤ .48, p < .01). Parental warmth was a positive predictor of adolescents' study engagement, with a direct effect of 0.34, accounting for 48.57% of the total effect. Additionally, parental warmth influenced study engagement indirectly through mindfulness and intentional self-regulation. The chain-mediated role of mindfulness and intentional self-regulation explained 51.43% of the total effect, with an indirect effect size of 0.36. The chain-mediating effect of mindfulness and intentional self-regulation underscores the importance of both parental warmth and adolescents' self-cognition and regulation in shaping adolescents' learning behaviors.
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