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

Ronnel Bornasal KING, Dennis Michael MCINERNEY, Fraide A. GANOTICE, Jonalyn B. VILLAROSA

Research output: Contribution to journalArticles

31 Citations (Scopus)

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. Copyright © 2015 Elsevier Inc.
Original languageEnglish
Pages (from-to)64-72
JournalLearning and Individual Differences
Volume39
Early online dateMar 2015
DOIs
Publication statusPublished - Apr 2015

Citation

King, D. M., Mclnerney, D. M., Ganotice, F. A., & Villarosa, J. B. (2015). Positive affect catalyzes academic engagement: Cross-sectional, longitudinal, and experimental evidence. Learning and Individual Differences, 39, 64-72.

Keywords

  • Positive affect
  • Positive emotions
  • Broaden-and-build theory
  • Engagement
  • Disaffection

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