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Cited by 513Psychological Well-being and Life SatisfactionEarly Childhood Education and DevelopmentEducation, Achievement, and Giftedness

Engagement as flourishing: The contribution of positive emotions and coping to adolescents' engagement at school and with learning

Reschly, Amy L., Huebner, E. Scott, Appleton, James J., Antaramian, Susan·2008·Psychology in the Schools
DOI 10.1002/pits.20306
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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. © 2008 Wiley Periodicals, Inc.

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Crossref · 10.1002/pits.20306

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  • In 293 US students in Grades 7-10, the frequency of positive emotions during classes is associated with higher student engagement.

    “In 293 students in Grades 7-10 from the United States, the frequency of positive emotions during classes was associated with higher student engagement.”

    From The impact of stress on students in secondary school and higher education (2020) · cites this paper as Reschly et al., 2008

  • The experience of positive and negative emotions is directly related to levels of student engagement.

    “Previous research shows that the experience of positive and negative emotions are directly related to levels of student engagement (Reschly, Huebner, Appleton, & Antaramian, 2008).”

    From The impact of stress on students in secondary school and higher education (2020) · cites this paper as Reschly, Huebner, Appleton, & Antaramian, 2008

  • The frequency of negative emotions is associated with lower engagement.

    “Conversely, the frequency of negative emotions was associated with lower engagement (Reschly et al., 2008).”

    From The impact of stress on students in secondary school and higher education (2020) · cites this paper as Reschly et al., 2008

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Authors
Reschly, A. L., Huebner, E. S., Appleton, J. J., & Antaramian, S.
Affiliations
  • University of Georgia (US)
  • University of South Carolina (US)
Corresponding author
Reschly, Amy L.
ORCID
Venue
Psychology in the Schools
Publisher
Wiley
Published
2008-04-03
Volume
45
Issue
5
Pages
419-431
ISSN
  • 0033-3085 (ISSN-L)
  • 1520-6807
DOI
10.1002/pits.20306
OpenAlex
W1975020442
Cited by
513
References
10
Citations by year
2026: 28 · 2025: 36 · 2024: 35 · 2023: 38 · 2022: 43 · 2021: 46 · 2020: 33 · 2019: 34 · 2018: 23 · 2017: 25 · 2016: 29 · 2015: 24 · 2014: 28 · 2013: 24 · 2012: 32
FWCI
13.72
Type
journal article
Language
en
Open access
closed
Licence
onlinelibrary.wiley.com/termsAndConditions#vor (vor)
Locations
Psychology in the Schools (publishedVersion)
Topics
  • Social Sciences › Psychology › Social Psychology › Psychological Well-being and Life Satisfaction
  • Social Sciences › Education › Early Childhood Education and Development
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
Keywords
positive emotions, negative emotions, student engagement, school engagement, coping, adaptive coping, broaden-and-build theory, adolescents, eudaimonia

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