King, Ronnel B.McInerney, Dennis M.Ganotice, Fraide A.Villarosa, Jonalyn B.E.L. Grigorenko2025-10-1720151041-608010.1016/j.lindif.2015.03.005https://hdl.handle.net/20.500.14802/37523This 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.positive affectpositive emotionsbroaden-and-build theoryengagementdisaffectionJournal articleControlled201033278