| Article ID | Journal | Published Year | Pages | File Type |
|---|---|---|---|---|
| 364541 | Learning and Individual Differences | 2015 | 9 Pages |
•The role of positive affect on students’ engagement and disaffection was examined.•Positive affect positively predicted engagement and negatively predicted disaffection.•Negative affect positively predicted disaffection and negatively predicted engagement
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.
