Emotion regulation strategies as mediators in the relation between Big Five personality traits and achievement emotions: Cross-cultural evidence from university students

Personality traits and emotion regulation (ER) are key antecedents of emotions in learning contexts. Nevertheless, little is known about the possible mediating role of ER in the relation between the Big Five (BF) traits and achievement emotions (AEs). Considering the Control-Value Theory as the main framework, we examined the mediation of behavioral (Actively Approaching, Withdrawal) and cognitive (Refocus on Planning, Catastrophizing) ER strategies in the relation between the BF traits and 10 study-related AEs. We recruited 754 university students from Italy and the United Kingdom. Using path analyses (PAs), we found that Actively Approaching mediated the relation of Extraversion, Agreeableness, Negative Emotionality, and Open-Mindedness with pride and relaxation. Withdrawal mediated the relation of Extraversion and Negative Emotionality with boredom. Catastrophizing mediated the relation between Negative Emotionality and hope, anxiety, anger, and hopelessness. Through multi-group PAs, we observed some country differences in the relation of the BF traits with, respectively, Actively Approaching and Catastrophizing, and three negative emotions. These findings can serve as the basis for developing evidence-based interventions that take into account personality differences and/or influence ER strategies to improve students' AEs.