Interpersonal Rejection Sensitivity and Regulatory Focus Theory to Explain College Students' Class Engagement

<table>Interaction between rejection sensitivity and prevention pride in predicting students’ positive in-class behavior. Note: scores were standardized to <svg height="7.375" id="M13" style="vertical-align:-0.17555pt" version="1.1" viewbox="0 0 7.9250002 7.375" width="7.9250002" xmlns="http://www.w3.org/2000/svg">
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</svg>-scores for clarity. For example, “<svg height="7.375" id="M14" style="vertical-align:-0.17555pt" version="1.1" viewbox="0 0 7.9250002 7.375" width="7.9250002" xmlns="http://www.w3.org/2000/svg">
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<tspan style="font-size: 12.50px; " x="0" y="0">𝑧</tspan>
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</svg>Prevention Pride = –1 (low)” indicates a prevention pride score that is one standard deviation below the mean.</table>

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Figure 1

Figure 1: Interpersonal Rejection Sensitivity and Regulatory Focus Theory to Explain College Students' Class Engagement 