Positive affect catalyzes academic engagement: Cross-sectional, longitudinal, and experimental evidence

Journal article

King, Ronnel B., McInerney, Dennis M., Ganotice, Fraide A. and Villarosa, Jonalyn B.. (2015). Positive affect catalyzes academic engagement: Cross-sectional, longitudinal, and experimental evidence. Learning and Individual Differences. 39(April), pp. 64 - 72. https://doi.org/10.1016/j.lindif.2015.03.005
AuthorsKing, Ronnel B., McInerney, Dennis M., Ganotice, Fraide A. and Villarosa, Jonalyn B.
Abstract

This study examined the role of positive affect on academic engagement and its opposite disaffection using cross-sectional (Study 1), longitudinal (Study 2), and experimental (Study 3) designs. Results of Studies 1 and 2 indicated that students who experienced higher levels of positive affect were more engaged in school and exhibited lower levels of disaffection. Study 3 showed that students whose positive affect were induced reported higher levels of perceived engagement compared to a comparison group. These findings provide important evidence for the role of positive affect in school not only as a valued outcome in itself but also as a facilitator of engagement and a buffer against disaffection. Implications and directions for future research are discussed.

Keywordspositive affect; positive emotions; broaden-and-build theory; engagement; disaffection
Year2015
JournalLearning and Individual Differences
Journal citation39 (April), pp. 64 - 72
PublisherPergamon Press
ISSN1041-6080
Digital Object Identifier (DOI)https://doi.org/10.1016/j.lindif.2015.03.005
Page range64 - 72
Research GroupInstitute for Positive Psychology and Education
Publisher's version
File Access Level
Controlled
Place of publicationUnited Kingdom
EditorsE.L. Grigorenko
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