本研究旨在了解大學生選課後悔、後悔因應型態、社會支持與已選擇課程動機干擾的關係，並探討後悔因應型態，以及社會支持的中介與調節效果。本研究的參與者為516位就讀台灣各公私立大學的大學生，其中男生241人，女生275人，經立意取樣方式邀請其填答問卷。研究工具包括研究者自編之「後悔量表」、「後悔因應方式」、「社會支持量表」與「動機干擾量表」。所得資料以描述性統計、t考驗、迴歸分析進行統計分析。主要研究結果如下：(1) 「以適應未來為基礎」的認知重新評估、「反芻型思考」之因應策略分別可中介後悔對動機干擾的影響。(2)以三種後悔因應型態同時預測動機干擾時，「以適應現在為基礎的認知重新評估」與「反芻型思考」之後悔因應型態有顯著的預測力。(3)知覺的社會支持可中介後悔對動機干擾的影響。(4)較高水平的情感社會支持可緩解後悔與動機干擾的正向關聯的強度。(5)較高水平的社會支持可緩解「反芻型思考」之後悔因應與動機干擾的正向關聯的強度。本研究針對以上結果進行討論與具體建議，以提供教育實務與未來研究之參考。

The study aimed to understand the relationships among regret, regret coping styles, perceived social support, and experience of motivational interference during the chosen course, and explored the mediating and moderating effectiveness of both regret coping styles and perceived social support for college students. The survey was conducted by way of purposeful sampling and 516 college students studying in public and private universities in Taiwan (241 males and 275 females) were invited to finish questionnaires. Research instruments included self-designed “regret scale”, “regret coping styles scale”, “social support scale”, and “motivational interference scale”. The data analysis was processed by descriptive statistics, t-test, and regression analysis. The main findings were as follows: (1) Both the regret coping styles of rumination and present-focused reappraisal mediated the effect of regret on motivational interference. (2) Among three regret coping styles, only present-focused reappraisal and rumination can significantly predict motivational interference. (3) Perceived social support mediated the effect of regret on motivational interference. (4)A higher level of emotional support buffered the strength of the positive association of regret with motivational interference. (5) A higher level of perceived social support buffered the strength of the positive association of the regret coping style of rumination with motivational interference.
According to the findings of the study, suggestions were provided to high school teachers, counselors, parents, and the future researchers.

王春展、潘婉瑜(2006)。大學生的生活壓力與其因應策略。嘉南學報(人文類)，32，469-483。[Wang,
C. C., & Pan, W. Y. (2006). A survey of life stress and coping strategy of college students. Chia Nan Annual Bulletin：Humanity, 32, 469-483.]
江文慈(2004)。大學生的情緒調整與發展特徵。教育心理學報，35(3)，249-268。[Chiang, W. T. (2004).
The emotion regulation of college students: Processes and developmental characteristics. Bulletin of Educational Psychology, 35(3), 249-268. doi:10.6251/BEP.20030731]
江文慈(2012)。大學生人際互動情緒表達壓抑的探究。教育心理學報，43(3)，657-680。[Chiang, W. T.
(2012). The suppression of emotional expression in interpersonal context. Bulletin of Educational Psychology, 43(3), 657-680. doi:10.6251/BEP.20110107]
李育齊、劉若蘭(2014)。大學生參與五育活動、校園經驗與基本核心素養之關係研究：以國立臺灣師
範大學為例。學生事務與輔導，53(2)，21-39。[Li, Y. C., & Liu, R. L. (2014). Exploring the relationships among experiences of five disciplines, campus participation and basic literacy for college students: A case study of National Taiwan Normal University. Student Affairs and Guidance Counseling, 53(2), 21-39. doi:10.6506/SAGC.2014.5302.04]
李文儀(2008年1月21日)。放水？惜才？大學退學率大降。自由時報。取自
http://news.ltn.com.tw/news/life/paper/183801 [Li, W. Y. (2008, January 21). Make concession?Cheri-sh talented people? University dropout rate decrease drastically. Liberty Times Net. Retrieved from http://news.ltn.com.tw/news/life/paper/183801]
李宜玫、孫頌賢(2010)。大學生選課自主性動機與學習投入之關係。教育科學研究期刊，55(1)，
155-182。[Lee, Y. M., & Sun, S. H. (2010). The relationship between autonomous motivation of course-taking and learning engagement on college students. Journal of Research in Education Sciences, 55(1), 155-182.]
李金治、陳政友(2004)。國立臺灣師範大學四年級學生生活壓力、因應方式、社會支持與其身心健康
之相關研究。學校衛生，44，1-31。[Lee, C. C., & Chen, C. Y. (2004). Pressure faced and coped by senior students of National Taiwan Normal University and related factors. Chinese Journal of School Health, 44, 1-31.]
何希慧、彭耀平(2016)。臺灣與中國大陸深圳地區大學生學習動機與學習成效關係發展之比較：以學
習模式為中介變項。教育實踐與研究，29(1)，139-172。[Ho, S. H., & Peng, Y. P. (2016). A comparative study on the relationship between learning motivations and outcomes of college students in Taiwan and Shenzhen region of mainland China: Learning modes as mediators. Journal of Education Practice and Research, 29(1), 139-171.]
林志哲(2014)。感恩、社會支持及幸福感之研究：中介效果模式之驗證。中華心理衛生學刊，27(3)，
453-482。[Lin, C. C. (2014). Exploring the relationships among gratitude, social support, and well-being: A test of a mediated-effects model. Formosa Journal of Mental Health, 27(3), 453-482.]
林淑惠、黃韞臻、林佳筠(2009)。中部地區五專學生社會支持、情緒智力及生活適應之相關研究。學
校衛生，55，41-66。[Lin, S. H., Huang, Y. C., & Lin, J. Y. (2009). A study on social support, emotional intelligence and life adjustment for junior college students in central Taiwan. Chinese Journal of School Health, 55, 41-66.]
涂珮瓊、許文耀(2008)。反芻的多向度對大學生負向情緒變化之影響。中華心理學刊，50(3)，271-287。
[Tu, P. C., & Hsu, W. Y. (2008). The influence of multidimensional rumination on negative mood fluctuation for college students. Chinese Journal of Psychology, 50(3), 271-287. doi:10.6129/CJP.2008.5003.04]
翁振益、林若慧(2006)。工作－休閒衝突、社會支持與幸福感之關係。觀光研究學報，12(3)，183-205。
[Wong, J. Y., & Lin, J. H. (2006). The relationships of work-leisure conflict, social support and well-being. Journal of Tourism Studies, 12(3), 183-205. doi:10.6267/JTLS.2006.12(3)1]
張心馨、張重昭、廖彥宜(2013)。已放棄產品之特質、涉入及績效資訊對消費者悔恨之影響。行銷科
學學報，9(1)，25-52。[Chang, S. S., Chang, C. C., & Liao, Y. Y. (2013). The effect of product characteristics, involvement, and performance information of forgone option on consumer regrets. Taiwan Journal of Marketing Science, 9(1), 25-52.]
許孟蓉(2016)。台灣大學生日語學習動機與學習態度之研究─以輔仁大學非日語專攻學習者為對象。
輔仁外語學報，13，107-138。[Hsu, M. J. (2016). The study of the motivation and learning attitude of Taiwanese students talking Japanese language as the elective course-example of Fu Jen University. Jen Journal of Foreign Languages, 13, 107-138.]
陳舜芬、曾正宜、陳素燕(2006)。我國大學生知識教育成果及相關因素之研究。新竹教育大學學報，
23，21-42。[Chen, S. F., Tzeng, J. Y., & Chen, S. Y. (2006). Knowledge outcomes of college students and related variables. National HsinChu University of Education, 23, 21-42.]
陳舜文、魏嘉瑩(2013)。大學生學習動機之「雙因素模式」：學業認同與角色認同之功能。中華心理
學刊，55(1)，41-55。[Chen, S. W., & Wei, C. Y. (2013). A two-factor model of learning motivation for Chinese undergraduates: On the function of academic identity and role Identity. Chinese Journal of Psychology, 55(1)，41-55. doi: 10.6129/CJP.20120717]
陳欽雨、呂博裕、莊雅晴(2015)。社會支持、工作壓力與情緒智力對離職意圖之影響研究。管理實務
與理論研究，9(2)，57-80。[Chen, C. Y., Leu, B. Y., & Chuang, Y. C. (2015). A study on the effects of social support, job stress, and emotional intelligence on resignation intentions. Journal of Management Practices and Principles, 9(2), 57-80.]
黃玉(2000)。大學學生事務的理論基礎－台灣大學生心理社會發展之研究。公民訓育學報，9，161-
200。[Huang, Y. (2000). Affairs-psychosocial development of college students in Taiwan. Bulletin of Civic and Moral Education, 9, 161-200. doi: 10.6231/CME.2000(9)07]
黃玉(2006)。從懵懂入門到多元探索：多元背景大學生大二的校園經驗與心裡社會、認知發展歷程之
縱貫研究。「高等教育與學生事務國際學術研討會」發表之論文，國立臺灣師範大學。[Huang, Y. (2006). From ignorance to multiple explorations: A longitudinal study on the campus experiences and the process of psychosocial and intellectual development of multicultural second-year college students. International conference on higher education and student affairs. Symposium conducted at the meeting of National Taiwan Normal University, Taipei.]
黃筱蘋、黃囇莉(2012)。破冰之旅―虛性和諧友誼中的情緒分享及其影響。中華心理學刊，54(2)，
219-242。[Huang, H. P., & Huang, L. L. (2012). A journey to icebreaking: Emotion sharing and its effect on superficial harmony friendship. Chinese Journal of Psychology, 54(2), 219-242. doi:10.6129/CJP.2012.5402.06]
黃靜、王志生(2007)。滿意情景下的消費者後悔對口碑的影響研究。商業經濟與管理，184(2)，63-68。
[Huang, J., & Wang, Z. S. (2007). A study on impact of consumer regret under the circumstances of satisfaction on the word-of-mouth. Business Economics and Administration, 184(2), 63-68.]
黃寶園(2010)。社會支持在壓力反應歷程中的中介效果。中華心理衛生學刊，23(3)，401-436。[Huang,
B. Y. (2010). The mediatory effect of social support in the stress-response process. Formosa Journal of Mental Health, 23(3), 401-436.]
教育部統計處(2016)。大專院校學生休學人數、大專院校學生退學人數。取自教育部統計查詢網站：
https://stats.moe.gov.tw/，2016年11月4日。[Department of Statistics in Ministry of Education (2016, November 4). Number of drop-out students in universities, colleges and junior colleges. Retrieved from https://stats.moe.gov.tw/.]
傅瓊儀、陸偉明、程炳林(2002)。以結構方程模式探討制握信念及社會支持在國中生壓力知覺的作用。
教育心理學報，34(1)，61-82。[Fu, C. Y., Luh, W. M., & Cherng, B. L. (2002). The effects of locus of control and social support on perceived life stress in junior high students by using structure equation modeling. Bulletin of Educational Psychology, 34(1), 61-82. doi:10.6251/BEP.20020618.4]
劉若蘭、林大森(2011)。影響大學生畢業流向因素之研究。當代教育研究季刊，19(1)，101-144。[Liu,
R. L., & Lin, D. S. (2011). A study of impact factors on graduate destination. Contemporary
Educational Research Quarterly, 19(1), 101-144. doi:10.6151/CERQ.2011.1901.03]
劉若蘭、楊昌裕(2009)。不同身分背景大學生校園經驗與學習成果滿意度之關係模式研究。新竹教育
大學教育學報，26(2)，1-21。[Liu, R. L., & Yang, C. Y. (2009). The impact model of satisfaction for
learning outcomes on college students with different backgrounds. National HsinChu University of Education, 26(2), 1-21.]
鄭怡(2011)。後悔之因應型態及其正負向效應(未出版之碩士論文)。國立臺灣大學，臺北市。[Cheng,
Y. (2011). Effects of coping style in revisiting the experiences of regret (Unpublished master thesis). National Taiwan University, Taipei, Taiwan.]
鄭怡、林以正(2016)。後悔與生活適應：自我關愛及自我批評之雙路徑中介效果檢驗。教育心理學報，
48 (1)，77-89。[Cheng, Y., & Lin, Y. C. (2016). Regret and psychological adjustment: An examination of the dual-route mediating effect of self-compassion and self-judgment. Bulletin of Educational Psychology, 48 (1), 77-89. doi:10.6251/BEP.20150925]
韓美文(2014)。從課程與證照結合探討課程學習動機、證照取得動機及學習態度對學習成效之影響。
慈濟技術學院學報，23，137-154。[Han, M. W. (2014). The influence of learning motivation, certificates obtaining motivation, and learning attitude on learning effectiveness about course and certificates integration. Journal of Tzu Chi College of Technology, 23, 137-154.]
簡瑋成、張鈿富(2011)。臺灣地區大學生學習態度與核心就業力之相關性探究。教育研究月刊，211，
77-93。[Chien, W. C., & Chang, D. F. (2011). The relationship between learning attitude and core employability on college students in Taiwan. Journal of Education Research, 211, 77-93.]
Afifi, T. D., Shahnazi, A. F., Coveleski, S., Davis, S., & Merrill, A. (2017). Testing the Ideology of
openness: The comparative effects of talking, writing, and avoiding a stressor on rumination and health. Human Communication Research, 43(1), 76-101. doi: 10.1111/hcre.12096
Akin, A., Kayis, A. R., & Satici, S. A. (2011). Self-compassion and social support. 2nd international
conference on new trends in education and their implications. Symposium conducted at the meeting of Porto Bello Hotel Resort & SPA, Turkey.
Awang, M. M., Kutty, F. M., & Ahmad, A. R. (2014). Perceived social support and well being: First-year
student experience in university. International Education Studies, 7(13), 261-270.doi:10.14426/jsaa.v4i1.146
Baker, J. C., Williams, J. K., Witvliet, C. V.O., & Hill, P. C. (2016). Positive reappraisals after an offense:
Event-related potentials and emotional effects of benefit-finding and compassion. The Journal of Positive Psychology, 12(4), 373-384. doi:10.1080/17439760.2016.1209540
Bai, J. (2016). Perceived support as a predictor of acculturative stress among international students in the
United States. Journal of International Students, 6(1), 93-106.
Bjälkebring, P., Västfjäll, D., & Johansson, B. (2013). Regulation of experienced and anticipated regret for
daily decisions in younger and older adults in a Swedish one-week diary study. GeroPsych , 26(4), 233-241. doi: 10.1024/1662-9647/a000102
Bjälkebring, P., Västfjäll, D., Svenson, O., & Slovic, P. (2016). Regulation of experienced and anticipated
regret in daily decision making. Emotion , 16(3), 381-386. doi: 10.1037/a0039861
Brassler, N. K., Grund, A., Hilckmann, K., & Fries, S. (2015). Impairments in learning due to motivational
conflict: Situation really matters. Educational Psychology, 36(7), 1323-1336.doi:10.1080/01443410.2015.1113235
Breugelmans, S. M., Zeelenberg, M., Gilovich, T., Huang, W., & Shani, Y. (2014). Generality and cultural
variation in the experience of regret. Emotion,14(6), 1037-1048. doi: 10.1037/a0038221
Broomhall, A. G., Phillips, W. J., Hine, D. W., & Loi, N. M. (2017). Upward counterfactual thinking and
depression: A meta-analysis. Clinical Psychology Review, 55, 56-73. doi:10.1016/j.cpr.2017.04.010
Buchanan, J., Summerville, A., Lehmann, J., & Reb, J. (2016). The regret elements scale: Distinguishing
the affective and cognitive components of regret. Judgment and Decision Making, 11(3), 275-286.
Burns, P., Riggs, K. J., & Beck, S. R. (2012). Executive control and the experience of regret. Journal of
Experimental Child Psychology, 111, 501-515. doi:10.1016/j.jecp.2011.10.003
Butler, E. A., Egloff, B., Wilhelm, F. H., Smith, N. C., Erickson, E. A., & Gross, J. J. (2003). The social
consequences of expressive suppression. Emotion, 3(1), 48-67. doi: 10.1037/1528-3542.3.1.48
Bubic, A. (2014). Decision making characteristics and decision styles predict adolescents’ career choice
satisfaction. Current Psychology, 33(4), 515-531. doi: 10.1007/s12144-014-9226-5
Bubic, A. (2015). The influence of considering the past, present, and future on college satisfaction. Time &
Society, 1-17. doi: 10.1177/0961463X15577278
Burleson, B. R., & Goldsmith, D. J. (1998). How the comforting process works: Alleviating emotional
distress through conversationally induced reappraisals. In P. A. Andersen & L. K. Guerrero (Eds.), Handbook of communication and emotion: Research, theory, applications, and contexts (pp. 245–280). San Diego, CA: Academic Press.
Carmon, Z., & Ariely, D. (2000). Focusing on the forgone: Why value can appear so different to buyers and
sellers. Journal of Consumer Research, 27(3), 360-370. doi:10.1086/317590
Celuch, K., Saxby, C., & Oeding J. (2015). The influence of counterfactual thinking and regret on ethical
decision making. Journal of Education for Business, (90)4, 175-181.doi:10.1080/08832323.2015.1014455
Chen, P. H., Teo, T., & Zhou, M. (2016). Relationships between digital nativity, value orientation, and
motivational interference among college students. Learning and Individual Differences, 50, 49-55. doi: 10.1016/j.lindif.2016.06.017
Chen, S. W., Wang, H. H., Wei, C. F., Fwu, B. J., & Hwang, K. K. (2009). Taiwanese students’
self-attributions for two types of achievement goals. Journal of Social Psychology, 149, 179-193. doi:10.3200/SOCP.149.2.179-194
Chua, H. F., Gonzalez, R., Taylor, S. F., Welsh, R. C., & Liberzon, I. (2009). Decision-related loss: Regret
and disappointment. NeuroImage, 47(4), 2031-2040. doi: 10.1016/j.neuroimage.2009.06.006.
Çivitci, A. (2015). The moderating role of positive and negative affect on the relationship between
perceived social support and stress in college students. Educational Sciences: Theory & Practice, 5(3), 565-573. doi: 10.12738/estp.2015.3.2553
Cohen, S. (1988). Psychosocial models of the role of social support in the etiology of physical disease.
Health Psychology, 7(3), 269-297. doi:10.1037/0278-6133.7.3.269
Cohen, S., Mermelstein, R., Kamarck, T., & Hoberman, H. M. (1985). Measuring the functional
components of social support. In I. G. Sarason, & B. R. Sarason (Eds.), Social Support: Theory, Research and Applications, 73-94. doi:10.1007/978-94-009-5115-0_5
Cohen, S., & Wills, T. A. (1985). Stress, social support, and the buffering hypothesis. Psychological
Bulletin, 98(2), 310-357. doi:10.1037/0033-2909.98.2.310
Cole, J. S., Bergin, D. A., & Whittaker, T. A. (2008). Predicting student achievement for low stakes tests
with effort and task value. Contemporary Educational Psychology, 33(4), 609-624. doi: 10.1016/j.cedpsych.2007.10.002
Contractor, S. H., & Kumar, P. (2013). The effects of personal agency on regret. Journal of Behavioral
Decision Making, 26(3), 304-315. doi:10.1002/bdm.1760
Côté, J. E., & Levine, C. G. (2000). Attitude versus aptitude: Is intelligence or motivation more important
for positive higher-educational outcomes? Journal of Adolescent Research, 15(1), 58-80. doi: 10.1177/0743558400151004
Curci, A., & Rime, B. (2008). Dreams, emotions, and social sharing of dreams. Cognition and emotion,
22(1), 155-167. doi:10.1080/02699930701274102
Dawson, M., & Pooley, J. A. (2013). Resilience: The role of optimism, perceived parental autonomy
support and perceived social support in first year university Students. Journal of Education and Training Studies, 1(2), 38-49. doi:10.11114/jets.v1i2.137
Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the
self-determination of behavior. Psychological Inquiry, 11(4) 227-268.doi:10.1207/S15327965PLI1104_01
Derlega, V. J., Metts, S., Petronio, S., & Margulis, S. T. (1993). Self-disclosure (pp. 44-112). Newbury
Park, CA:Sage.
Dja’far, V. H., Cahyono, B. Y., & Bashtomi, Y. (2016). EFL Teachers’ Perception of University Students’
Motivation and ESP Learning Achievement. Journal of Education and Practice, 7(14), 29-37.
Doeglas, D., Surmeijer, T., Briancon, S., Moum, T., Krol, B., Bjelle, A., Samderman, R., & Heuvel, W. V.
D. (1996). An international study on measuring social support: Interactions and satisfaction. Social
Science & Medicine, 43, 1389-1397. doi:10.1016/0277-9536(96)00036-6
Duprez, C., Christophe, V., Rime, B., Congard, A., & Antoine, P. (2015). Motives for the social sharing of
an emotional experience. Journal of Social and Personal Relationships, 32(6), 757-787. doi:10.1177/0265407514548393
Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology,
53(1), 109-132. doi: 10.1146/annurev.psych.53.100901.135153
Engelschalk, T., Steuer, G., & Dresel, M. (2016). Effectiveness of motivational regulation: Dependence on
specific motivational problem. Learning and Individual Differences, 52, 72-78.doi:10.1016/j.lindif.2016.10.011
Epstude, K., & Roese, N. J. (2008). The functional theory of counterfactual thinking. Personality and
Social Psychology Review, 12(2), 168-192. doi: 10.1177/1088868308316091
Feeney, B. C., & Collins, N. L. (2015). A new look at social support: A theoretical perspective on thriving
through relationships. Personality and Social Psychology Review, 19(2), 113-147.doi:10.1177/1088868314544222
Fernández-González, L., González-Hernández, A., & Trianes-Torres, M.V. (2015).Relationships between
academic stress, social support, optimism-pessimism and self-esteem in college students. Electronic
Journal of Research in Educational Psychology, 13(1), 111-130. doi:10.14204/ejrep.35.14053
Fries, S., & Dietz, F. (2007). Learning in the face of temptation: The case of motivational interference. The
Journal of Experimental Education, 76(1), 93-112. doi:10.3200/JEXE.76.1.93-112
Fries, S., Dietz, F., & Schmid, S. (2008). Motivational interference in learning: The impact of leisure
alternatives on subsequent self-regulation. Contemporary Educational Psychology, 33(2), 119-133. doi:10.1016/j.cedpsych.2007.10.001
Gao, H., Zhang, Y., Wang, F., Xu, Y., Hong, Y., & Jiang, J. (2014). Regret causes ego-depletion and
finding benefits in the regrettable events alleviates ego-depletion. The Journal of General Psychology, 141(3), 169-206. doi: 10.1080/00221309.2014.884053
Gilovich, T., & Medvec, V. H. (1995). The experience of regret: What, when, and why. Psychological
Review, 102(2), 379-395. doi:10.1037/0033-295X.102.2.379
Giorgetta C., Grecucci A., Bonini N., Coricelli G., Demarchi G., Braun C., & Sanfey A. G. (2013). Waves
of regret: A meg study of emotion and decision-making. Neuropsychologia, 51(1), 38-51.doi:10.1016/j.neuropsychologia.2012.10.015
Gross, J. J. (1998a). The emerging field of emotion regulation: An integrative review. Review of General
Psychology, 2, 271-299. doi:10.1037/1089-2680.2.3.271
Gross, J. J. (1998b). Antecedent- and response-focused emotion regulation: Divergent consequences for
experience, expression, and physiology. Journal of Personality and Social Psychology, 74(1), 224-237.doi:10.1037/0022-3514.74.1.224
Gross, J. J. (2001). Emotion regulation in adulthood: Timing is everything. Current Directions in Psychological Science, 10(6), 214-219. doi:10.1111/1467-8721.00152
Gross, J. J., & John, O. P. (2003). Individual differences in two emotion regulation processes: Implications
for affect, relationships, and well-being. Journal of Personality and Social Psychology, 85(2), 348-362. doi:10.1037/0022-3514.85.2.348
Grund, A., Brassler, N. K., & Fries, S. (2014). Torn between study and leisure: How motivational conflicts
relate to students’ academic and social adaptation. Journal of Educational Psychology, 106(1),242-257. doi:10.1037/a0034400
Grund, A., & Fries, S. (2012). Motivational interference in study-leisure conflicts: how opportunity costs
affect the self-regulation of university students. Educational Psychology, 32(5), 589-612.doi:10.1080/01443410.2012.674005
Grund, A., Schmid, S., & Fries, S. (2015). Studying against your will: Motivational interference in action.
Contemporary Educational Psychology, 41, 209-217. doi:10.1016/j.cedpsych.2015.03.003
Guan, Y., Zhuang, M., Cai, Z., Ding, Y., Wang, Y., Huang, Z., & Lai, X. (2017). Modeling dynamics in
career construction: Reciprocal relationship between future work self and career exploration. Journalof Vocational Behavior, 101, 21-31. doi:10.1016/j.jvb.2017.04.003
Habib, M., Borst, G., Poirel, N., Houdé, O., Moutier, S., & Cassotti, M. (2013). Socio-emotional context
and adolescents’ decision making: The experience of regret and relief after social comparison. Journal of Research on Adolescence, 25(1), 81-91. doi:10.1111/jora.12092
Habib, M., Cassotti, M., Borst, G., Simon, G., Pineau, A., Houde, O., & Moutier, S. (2012).
Counterfactually mediated emotions: A developmental study of regret and relief in a probabilisticgambling task. Journal of Experimental Child Psychology, 112(2), 265-274.doi:10.1016/j.jecp.2012.01.007
Hofer, M. (2007). Goal conflicts and self-regulation: A new look at pupils’ off-task behaviour in the
classroom. Educational Research Review, 2(1), 28-38. doi:10.1016/j.edurev.2007.02.002
Hofer, M., Schmid, S., Fries, S., Dietz, F., Clausen, M., & Reinders, H. (2007). Individual values,
motivational conflicts, and learning for school. Learning and Instruction,17(1) 17-28. doi:10.1016/j.learninstruc.2006.11.003
Horzum, M. B., Kaymak, Z. D., & Gungoren, O. C. (2015). Structural equation modeling towards online
learning readiness, academic motivations, and perceived learning. Educational Sciences: Theory &Practice, 15(3), 759-770. doi:10.12738/estp.2015.3.2410
Inbar, Y., Botti, S., & Hanko, K. (2011). Decision speed and choice regret: When haste feels like waste.
Journal of Experimental Social Psychology, 47(3), 533-540. doi:10.1016/j.jesp.2011.01.011
Inman, J. J., Dyer, J. S., & Jia, J. (1997). A generalized utility model of disappointment and regret effects
on post-choice valuation. Marketing Science, 16(2), 97-111. doi:10.1287/mksc.16.2.97
Johnson, M. L., & Sinatra, G. M. (2013). Use of task-value instructional inductions for facilitating
engagement and conceptual change. Contemporary Educational Psychology, 38(1), 51-63.doi:10.1016/j.cedpsych.2012.09.003
Johnson, M. L., Taasoobshirazi, G., Clark, L., Howell, L., & Breen, M. (2016). Motivations of traditional
and nontraditional college students: From self-determination and attributions, to expectancy and values. The Journal of Continuing Higher Education. 64(1), 3-15. doi:10.1080/07377363.2016.1132880
Kaze´n, M., Kuhl, J., & Leicht, E. (2015). When the going gets tough…: Self-motivation is associated with
invigoration and fun. Psychological Research, 79, 1064-1076. doi: 10.1007/s00426-014-0631-z
Kilian, B., Hofer, M., Fries, S., & Kuhnle, C. (2010). The conflict between on-task and off-task actions in
the classroom and its consequences for motivation and achievement. European Journal of Psychology of Education, 25(1), 67-85. doi:10.1007/s10212-009-0007-8
Kuhnle, C., & Sinclair, M. (2011). Decision mode as an antecedent of flow, motivational interference, and
regret. Learning and Individual Differences, 21(2), 239-243. doi:10.1016/j.lindif.2010.11.024
Kuhnle, C., Sinclair, M., Hofer, M., & Kilian, B. (2014). Students’ value orientations, intuitive decision
making, and motivational interference, and their relations to regret. The Journal of ExperimentalEducation, 82(3), 375-390. doi:10.1080/00220973.2013.813363
Liao, C., Lin, H. N., Luo, M. M., & Chea, S. (2016). Factors influencing online shoppers’ repurchase
intentions: The roles of satisfaction and regret. Information & Management.doi:10.1016/j.im.2016.12.005
Luminet, O., Bouts, P., Delie, F., Manstead, A. S. R., & Rime, B. (2000). Social sharing of emotion
following exposure to a negatively valenced situation. Cognition and emotion, 14(5), 661-688.doi:10.1080/02699930050117666
Luttrell, V. R., Callen, B. W., Allen, C. S., Wood, M. D., Deeds, D. G., & Richard, D. C. S. (2010). The
mathematics value inventory for general education students: Development and initial validation. Educational and Psychological Measurement,70(1), 142-160. doi:10.1177/0013164409344526
Maheux, A., & Price, M. (2016). The indirect effect of social support on post-trauma psychopathology via
self-compassion. Personality and Individual Differences, 88, 102-107. doi:10.1016/j.paid.2015.08.051
Marcatto, F., Cosulich, A., & Ferrante, D. (2015). Once bitten, twice shy: Experienced regret and non-adaptive choice switching. Peer J, 3, e1035. doi:10.7717/peerj.1035
Marcatto, F., & Ferrante, D. (2008). The regret and disappointment scale: An instrument for assessing
regret and disappointment in decision making. Judgment and Decision Making, 3(1), 87-99.
Mikulincer, M., Gillath, O., &Shaver, P. R. (2002). Activation of the attachment system in adulthood:
Threat-related primes increase the accessibility of mental representations of attachment figures. Journal of Personality and Social Psychology, 83(4), 881-895. doi: 10.1037//0022-3514.83.4.881
Nasco, S. A., & Marsh, K. L. (1999). Gaining Control Through Counterfactual Thinking. Personality and
Social Psychology bulletin, 25(5), 557-569. doi: 10.1177/0146167299025005002
Nils, F., & Rime, B. (2012). Beyond the myth of venting: Social sharing modes determine the benefits of emotional disclosure. European Journal of Social Psychology, 42, 672-681. doi: 10.1002/ejsp.1880
O’Connor, E., McCormack, T., & Feeney, A. (2012). The development of regret. Journal of Experimental
Child Psychology, 111, 120-127.
Olson, J. M., Buhrmann, O., & Roese, N. J. (2000). Comparing comparisons: An integrative perspective on
social comparison and counterfactual thinking. In J. Suls & L. Wheeler (Eds.), Handbook of socialcomparison: Theory and research (pp. 379-398). New York: Plenum.doi:10.1007/978-1-4615-4237-7_18
Pasupathi, M., Wainryb, C., Mansfield, C. D., & Bourne, S. (2017). The feeling of the story: Narrating to
regulate anger and sadness. Cognition and Emotion, 31(3), 444-461. doi:10.1080/02699931.2015.1127214
Pieters, R., & Zeelenberg, M. (2007). A theory of regret regulation 1.1. Journal of consumer psychology,
17(1), 29-35.
Planchard, M., Daniel, K. L., Maroo, J., Mishra, C., & McLean, T. (2015). Homework, motivation, and
academic achievement in a college genetics course. Bioscene: Journal of College Biology Teaching, 41(2), 11-18.
Pluut, H., Curşeu, P. L., & Ilies, R. (2015). Social and study related stressors and resources among
university entrants: Effects on well-being and academic performance. Learning and Individual Differences, 37, 262-268. doi: 10.1016/j.lindif.2014.11.018
Pooley, J. A., & Cohen, L. (2010). Resilience: A definition in context. Australian Community Psychologist,
22(1), 30-37.
Ratelle, C. F., Vallerand, R. J., Sene´cal, C., & Provencher, P. (2005). The relationship between
school-leisure conflict and educational and mental health indexes: A motivational analysis. Journal ofApplied Social Psychology, 35(9), 1800-1823. doi:10.1111/j.1559-1816.2005.tb02196.x
Raffaelli, M., Andrade, F. C. D., Wiley, A. R., Sanchez-Armass, O., Edwards, L. L., & Aradillas-Garcia, C.
(2012). Stress, social support, and depression: A test of the stress-buffering hypothesis in a Mexican sample. Journal of Research on Adolescence, 23(2), 283-289. doi:10.1111/jora.12006
Reb, J., & Connolly, T. (2009). Myopic regret avoidance: Feedback avoidance and learning in repeated
decision making. Organizational Behavior and Human Decision Processes, 109(2), 182-189.doi:10.1016/j.obhdp.2009.05.002
Reb, J., & Connolly, T. (2010). No reason to blame yourself: Justification in decision-related regret.
Cognition & Emotion, 24(8), 1405-1420. doi: 10.1080/02699930903512168
Rimé, B. (2009). Emotion elicits the social sharing of emotion: Theory and empirical review. Emotion
Review, 1(1), 60-85. doi: 10.1177/1754073908097189
Roepke, A. M., & Seligman, M. E.P. (2015). Doors opening: A mechanism for growth after adversity. The
Journal of Positive Psychology, 10(2), 107-115. doi:10.1080/17439760.2014.913669
Roese, N. J., Epstude, K., Fessel, F., Morrison, M., Smallman, R., Summerville, A., …Segerstrom, S.
(2009). Repetitive regret, depression, and anxiety: Findings from a nationally representative survey. Journal of Social and Clinical Psychology, 28(6), 671-688. doi:10.1521/jscp.2009.28.6.671
Roese, N. J., & Summerville, A. (2005). What we regret most … and why. Personality and Social
Psychology Bulletin, 31, 1273-1285. doi: 10.1177/0146167205274693
Sagi, A., & Friedland, N. (2007). The cost of richness: The effect of the size and diversity of decision sets
on post-decision regret. Journal of Personality and Social Psychology, 93(4), 515-524.doi:10.1037/0022-3514.93.4.515
Schmid, S., Hofer, M., Dietz, F., Reinders, H., & Fries, S. (2005). Value orientations and action conflicts in
students' everyday life: An interview study. European Journal of Psychology of Education, 20(3),243-257. doi:10.1007/BF03173555
Sene´cal, C., Julien, E., & Guay, F. (2003). Role conflict and academic procrastination: A self-determination
perspective. European Journal of Social Psychology, 33(1), 135-145. doi:10.1002/ejsp.144
Stolk, J., & Harari, J. (2014). Student motivations as predictors of high-level cognitions in project-based
classrooms. Active Learning in Higher Education, 15(3), 231-247. doi:10.1177/1469787414554873
Sternberg, R. J. (2003). Cognitive psychology (3rd ed.). Belmont, CA: Wadsworth/Thomson Learning.
Sylaska, K. M., & Edwards, K. M. (2014). Disclosure of intimate partner violence to informal social
support network members: A review of the literature. Trauma, Violence, & Abuse, 15(1), 3-21. doi:10.1177/1524838013496335
Tsiros, M., & Mittal, V. (2000). Regret: A model of its antecedents and consequences
in consumer decision making. Journal of Consumer Research, 26(4), 401-417. doi:10.1086/209571
Van Dijk, E., & Zeelenberg, M. (2005). On the psychology of ‘if only’: Regret and the comparison between
factual and counterfactual outcomes. Organizational Behavior and Human Decision Processes, 97(2),152-160. doi:10.1016/j.obhdp.2005.04.001
Van Duijvenvoorde, A. C. K., Huizenga, H. M., & Jansen, B. R. J. (2014). What is and what could have
been: Experiencing regret and relief across childhood. Cognition and Emotion, 28(5), 926-935.doi:10.1080/02699931.2013.861800
Wang, M. T., & Eccles, J. S. (2012). Social support matters: Longitudinal effects of social support on three
dimensions of school engagement from middle to high school. Child Development, 83(3), 877-895.doi:10.1111/j.1467-8624.2012.01745.x
Webber, K. L., Krylow, R. B., & Zhang, Q. (2013). Does involvement really matter? Indicators of college
student success and satisfaction. Journal of College Student Development, 54(6), 591-611. doi:10.1353/csd.2013.0090
Wentzel, K. R., Russell, S., & Baker, S. (2016). Emotional support and expectations from parents, teachers,
and peers predict adolescent competence at school. Journal of Educational Psychology, 108(2),242-255. doi: 10.1037/edu0000049
Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary
Educational Psychology, 25, 68-81.
Witvliet, C. V. O., Knoll, R. W., Hinman, N. G., & DeYoung, P. A. (2010). Compassion-focused
reappraisal, benefit-focused reappraisal, and rumination after an interpersonal offense:Emotion-regulation implications for subjective emotion, linguistic responses, and physiology. TheJournal of Positive Psychology, 5(3), 226-242. doi:10.1080/17439761003790997
Zeelenberg, M., & Pieters, R. (1999). Comparing service delivery to what might have been: Behavioral
responses to disappointment and regret. Journal of Service Research, 2(1), 86-97.doi:10.1177/109467059921007
Zeelenberg, M., & Pieters, R. (2004). Consequences of regret aversion in real life: The case of the Dutch post
code lottery. Organizational Behavior and Human Decision Processes, 93(2), 155-168.doi:10.1016/j.obhdp.2003.10.001
Zeelenberg, M., & Pieters, R. (2007). A theory of regret regulation 1.0. Journal of Consumer Psychology,
17(1), 3-18. doi:10.1207/s15327663jcp1701_3
Zeelenberg, M., Van Dijk, W. W., Van der Pligt, J., Manstead, A. S. R., Van Empelen, P., & Reinderman,
D. (1998a). Emotional reactions to the outcomes of decisions: The role of counterfactual thought in the experience of regret and disappointment. Organizational Behavior and Human Decision Processes, 75(2), 117-141. doi:10.1006/obhd.1998.2784
Zeelenberg, M., Van Dijk, W. W., Manstead, A. S. R., & Van der Pligt, J. (1998b). The experience of regret
and disappointment. Cognition and Emotion, 12(2), 221-230. doi:10.1080/026999398379727