Future time perspective, positive emotions and student engagement: a longitudinal study
Future time perspective, positive emotions and student engagement: a longitudinal study
复制标题
DOI：
10.1080/03075079.2019.1616168
复制
发表时间：
2020-07-02
影响因子：
4.2
通讯作者：
Papageorgiou, Kostas
中科院分区：
文献类型：
--
作者：
Denovan, Andrew;Dagnall, Neil;Papageorgiou, Kostas
学生参与度是高等教育成功，保留和毅力的关键因素。本研究采用结构方程模型来评估未来时间洞察力（FTP），积极情绪和学生参与的增益周期，来自扩展和构建理论（BBT）。另一个目的是检查研究变量随时间的变化。参与者是217名英国本科生，他们在学年初和第二学期开始时被抽样调查。分析显示，积极情绪和参与度下降，而FTP增加。在这两个时间点，FTP预测更高的参与度，参与度预测更大的积极情绪。此外，时间1的积极情绪导致增加时间2 FTP，参与和积极情绪。这一结果与BBT的“构建”假设一致，表明积极情绪能够促进心理资源的发展。相关地，旨在增强FTP和积极情绪的干预措施可以促进学生的参与和保留。
Student engagement is a key prognosticator of success, retention and perseverance in higher education. This study used structural equation modelling to evaluate a gain cycle of future time perspective (FTP), positive emotion and student engagement, derived from the broaden-and-build theory (BBT). A further objective was to examine changes within study variables over time. Participants were 217 UK undergraduates sampled at the beginning of the academic year, and the start of the second term. Analysis revealed that levels of positive emotion and engagement decreased, whereas FTP increased. At both time points, FTP predicted higher engagement, and engagement predicted greater positive emotion. Additionally, Time 1 positive emotion led to increased Time 2 FTP, engagement and positive emotion. This outcome was congruent with the 'build' hypothesis of BBT, suggesting that positive emotions enable the development of psychological resources. Relatedly, interventions designed to enhance FTP and positive emotion can facilitate student engagement and retention.