Previous research has demonstrated that depression moderates the relationship between chronic thought suppression and brooding, which is a maladaptive rumination style. To investigate the reproducibility of this phenomenon, a conceptual replication was conducted. The results revealed that the level of depression moderates the association between suppression and brooding; the more severe the depression, the stronger the association between thought suppression and brooding. Therefore, the moderation effect of depression was successfully replicated. The results also revealed that depression moderates the relationship between suppression and reflection, which is an adaptive rumination style. The study suggests directions for future research on thought suppression.
The present study aimed to examine the effects of basic psychological need support behavior from teachers on learning behavior with an emphasis on regulatory focus. Junior High School Students (N=341) completed the questionnaire. Hierarchical multiple regression analysis indicated that autonomy support behavior from teachers predicted behavior engagement and persistence in learning of the promotion focus. The results suggest that autonomy support behavior from teachers plays an important role in supporting learning behaviors for junior high school students with high promotion focus.