Engagement as Flourishing: The Contribution of Positive Emotions and Coping to Adolescents' Engagement at School and with Learning

Autor/inn/en	Reschly, Amy L.; Huebner, E. Scott; Appleton, James J.; Antaramian, Susan
Titel	Engagement as Flourishing: The Contribution of Positive Emotions and Coping to Adolescents' Engagement at School and with Learning
Quelle	In: Psychology in the Schools, 45 (2008) 5, S.419-431 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.20306
Schlagwörter	Student Motivation; Student Attitudes; Adolescents; Coping; Secondary School Students; Educational Experience; Time on Task; Role; Emotional Response; Student Adjustment; Rural Areas; Longitudinal Studies + Suchen Sie Ihr Suchwort? Schulische Motivation; Schülerverhalten; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Bewältigung; Sekundarschüler; Bildungserfahrung; Zeitaufwand; Rollen; Emotionales Verhalten; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Rural area; Ländlicher Raum; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	Fredrickson's (1998, 2001) broaden and build theory postulates that the experience of frequent positive emotions serves to broaden humans' thoughts and behaviors, resulting in accrual of resources, including coping resources, which catalyze upward spirals toward future well-being. Initial research supports the tenets of broaden and build; however, few if any, studies have examined this theory with children or adolescents, particularly in the context of school experiences. This study explored the role of positive emotions during school, coping, and student engagement among a sample of 293 students in grades 7 to 10. As expected, frequent positive emotions during school were associated with higher levels of student engagement and negative emotions with lower levels of engagement. Positive emotions, but not negative emotions, were associated with adaptive coping, which was then associated with student engagement. The association between positive emotions and engagement was partially mediated by adaptive coping. Results support the broaden and build theory and the role of positive emotions in students' engagement at school and with learning. Implications and future directions for research are discussed. (Contains 4 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10