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Positive affect catalyzes academic engagement: Cross-sectional, longitudinal, and experimental evidence
King, Ronnel B. McInerney, Dennis M. Ganotice, Fraide A. Villarosa, Jonalyn B.
King, Ronnel B.
McInerney, Dennis M.
Ganotice, Fraide A.
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.
Keywords
positive affect, positive emotions, broaden-and-build theory, engagement, disaffection
Date
2015
Type
Journal article
Journal
Learning and Individual Differences
Book
Volume
39
Issue
April
Page Range
64-72
Article Number
ACU Department
Collections
Relation URI
Source URL
Event URL
Open Access Status
License
File Access
Controlled