King, R. B, McInerney, D. M, Ganotice, F. A & Villarosa, JB. (2015). Positive affect catalyzes academic engagement: Cross-sectional, longitudinal, and experimental evidence. Learning and Individual Differences,39(April), E.L. Grigorenko. 64-72. United Kingdom: Pergamon Press. Retrieved from https://doi.org/10.1016/j.lindif.2015.03.005
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.
Institute for Positive Psychology and Education
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