The diversity of positive emotions in school predicts academic engagement and achievement

Cherry Eron FRONDOZO, Ronnel Bornasal KING, Ma Jenina Nalipay NALIPAY

Research output: Contribution to conferencePapers

Abstract

The diversity of emotional experiences has been associated with beneficial physical and mental health outcomes. In the educational context, this diversity of emotional experiences remains unexplored, with most of the research focusing on mean levels of positive or negative emotions. This study examines how the diversity of emotional experiences in school is associated with academic engagement and achievement among high school students. Results showed that the diversity of positive emotions were associated with engagement and achievement, even after controlling for mean levels of positive and negative emotions. Self-reported and teacher-reported measures yielded similar results. This study emphasizes examining the diversity of emotions in school as an essential factor that affects optimal school functioning. Copyright © 2021 AERA21.
Original languageEnglish
Publication statusPublished - Apr 2021

Citation

Frondozo, C. E., King, R. B., & Nalipay, M. J. N. (2021, April). The diversity of positive emotions in school predicts academic engagement and achievement [Virtual]. Paper presented at the 2021 American Educational Research Association Annual Meeting (AERA21): Accepting Educational Responsibility, USA.

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