The Incremental Validity of Positive Emotions in Predicting School Functioning

By Ashley Lewis, E. Scott Huebner, Amy L. Reschly, R. Valois. 2009

89 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/0eb6a5cf647fd44bd2e697c463ccf0161d53fcff

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In Clinical Psychology

In Education

In Social Psychology

Citations in the corpus

Middle School Transition from the Strengths Perspective: Young Adolescents’ Character Strengths, Subjective Well-Being, and School Adjustment (2013, background): “In addition, adolescents who have more frequent experiences of positive emotions are more engaged in learning, and display greater school satisfaction, adaptive coping and school achievements (Lewis et al. 2009; Reschly et al. 2008).”
The Role of Life Satisfaction in Predicting Student Engagement and Achievement (2015, background): “Accordingly, the current study extends previous research (Lewis et al. 2009) by considering the incremental validity of life satisfaction (LS) relative to negative affect (NA) and positive affect (PA) as predictors of educational functioning, including student engagement and achievement.”
Does the positive psychology movement have legs for children in schools? (2011, methodology): “Using variable-centered methods, Lewis, Huebner, Reschly, and Valois ( 2009 ) showed that assessments of positive emotions added significant amounts of variance to negative emotions in explaining variance in middle school students’ engagement and coping behaviors in school.”
Positive Feelings at School: On the Relationships Between Students’ Character Strengths, School-Related Affect, and School Functioning (2016, methodology): “Moreover, positive feelings were positively, and negative feelings were negatively, correlated with aspects of engagement at school, respectively (e.g., Lewis et al. 2009; Reschly et al. 2008).”
Two models of personality and well-being among adolescents (2011, background): “In contrast, other studies among adolescents show mixed results: gender is either not related to PA (Lewis et al., 2009) or girls report higher levels of NA than boys (Jaques & Mash, 2004).”
Relationships of personality, affect, emotional intelligence and coping with student stress and academic success: Different patterns of association for stress and success (2012, unknown): “…PA with academic success found in the present study, and other results on PA and life success (Lyubomirsky et al., 2005), are consistent with the association of PA with approach motivation, and also parallel previous findings on PA and academic engagement (Lewis et al., 2009; Reschly et al., 2008).”