A university’s presentation of its programs to the public should provide potential students with information about what they can expect as students at that university. However, it is largely unclear what kind of self-presentation affects different applicants and their commitment. In a laboratory experiment with N = 116 participants, we examined the emotional, behavioral and cognitive impact of a university’s self-presentation (either emphasizing chances for students or emphasizing their obligations) on student engagement. We also measured the participants’ regulatory focus (promotion and prevention focus). We found interaction effects of the university’s self-presentation and participants’ promotion and prevention focus on student engagement. There was a regulatory fit for promotion focus in the chances condition for emotions and behavior. There was also a regulatory fit for prevention focus in the obligations condition for cognitive processes. We conclude that universities should dedicate time and effort to creating a clear presentation of their offerings in the implementation of digital learning environments.

中文翻译：

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大学自我介绍和申请者对情感、行为和认知学生参与的监管关注的影响

一所大学向公众展示其课程应该向潜在学生提供有关他们作为该大学学生的期望的信息。然而，目前还不清楚什么样的自我介绍会影响不同的申请人及其承诺。在 N = 116 名参与者的实验室实验中，我们检查了大学的自我展示（强调学生的机会或强调他们的义务）对学生参与的情感、行为和认知影响。我们还测量了参与者的监管重点（促进和预防重点）。我们发现大学的自我介绍和参与者的促进和预防的交互作用侧重于学生的参与。在情绪和行为的机会条件中，有一个适合晋升的监管。在认知过程的义务条件中，预防重点也符合监管要求。我们得出的结论是，大学应该投入时间和精力，在数字学习环境的实施中清晰地展示他们的产品。