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.
CitationKing, 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.
- Positive affect
- Positive emotions
- Broaden-and-build theory