摘要：The purpose of this study was to examine the effects of the presence of familiar role models on students’ behavior related to English learning and academic performance in English, emphasizing the regulatory focus. It was expected that the presence of a positive familiar role model would increase motivation and performance of the promotion focus, while the presence of a negative familiar role model would increase motivation and performance of the prevention focus. The results indicated that the presence of a familiar role model increased the performance of the promotion focus. However, there was no increase in their motivation.
