ArticleThe British journal of educational psychology2026
Metacognitive beliefs and academic performance in Chinese middle school students: A moderated mediation model of emotional dysregulation and anxiety.
Article in The British journal of educational psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
backgroundAcademic performance during adolescence is shaped by the interplay of cognitive and emotional processes. According to the Self-Regulatory Executive Function (S-REF) model, maladaptive metacognitive beliefs (MB) contribute to anxiety, while deficits in emotion regulation may exacerbate this process. However, little is known about how specific MB dimensions interact with ED to influence anxiety and academic performance among Chinese adolescents.
aimsThis study investigated whether ED moderated the relationship between MB dimensions and anxiety and whether the indirect effect of MB on academic performance via anxiety was moderated by emotional dysregulation (ED) in Chinese adolescents. SAMPLE: A total of 353 middle school students (ages 12-15; 174 females) from Zhejiang Province, China, participated in the study.
methodsParticipants completed questionnaires on MB (MCQ-30), ED (DERS-16), and anxiety (DASS-21 Anxiety Subscale). Academic performance was indexed using standardized examination scores. Latent moderated structural equation modelling (LMS) was used to test the moderated mediation effects.
resultsResults revealed that ED significantly moderated the positive relationships between negative beliefs, cognitive confidence and need for control with anxiety. Furthermore, an inconsistent mediation (suppression) effect was found, where the negative beliefs were positively associated with academic performance, while ED amplified the negative indirect effect of negative beliefs on academic performance via anxiety.
conclusionsThese findings underscore the importance of targeting both maladaptive MB and ED in school-based interventions. Targeting specific MB components, such as negative beliefs, may be particularly beneficial for adolescents with poor emotion regulation capacities.
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