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

By Amy L. Reschly, E. Scott Huebner, James J. Appleton, Susan Antaramian. 2008

519 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/cec54ee7ac33fab8668d3e9da59bab57d301af39

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In Clinical Psychology

In Education

In Social Psychology

Citations in the corpus

The Role of Life Satisfaction in Predicting Student Engagement and Achievement (2015, background): “In schools, PA is associated with gratitude, student engagement, and adaptive coping (Kern et al. 2015; Reschly et al. 2008).”
PROSPER: A New Framework for Positive Education (2015, background): “For example in one school study involving 293 students in grades 7–10, Reschly et al. (2008) demonstrated that experiencing frequent positive emotions at school was associated with higher levels of student engagement and adaptive coping.”
Engagement and Disaffection as Central to Processes of Motivational Resilience and Development (2016, background): “Few studies have directly examined the prospective connections between engagement and disaffection, on the one hand, and coping, self-regulatory strategies, and persistence, on the other, but the few that have do uncover the expected relations (Martin, 2011; Martin & Marsh, 2009; Reschly et al., 200”
The role of perceived classroom goal structures, self-efficacy, and engagement in student science achievement (2017, background): “In fact, consistent with the current findings, a number of studies in the literature have demonstrated a positive relation between student engagement and achievement (Patrick, Skinner, and Connell 1993; Reschly et al., 2008).”
Longitudinal academic outcomes predicted by early adolescents’ subjective well-being, psychopathology, and mental health status yielded from a dual factor model (2011, background): “Preliminary research on the affective dimension of SWB indicates that high school students with more frequent experiences of positive emotions have better cognitive and psychological engagement in learning, as well as school grades (Cheng & Furnham, 2002 ; Reschly, Huebner, Appleton, & Antaramian, ”
Emotional Competence and its Influences on Teaching and Learning (2010, background): “and critical thinking (Reschly et al. 2008).”
The impact of stress on students in secondary school and higher education (2019, unknown): “emotions was associated with lower engagement (Reschly et al., 2008).”
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).”
High self-control predicts more positive emotions, better engagement, and higher achievement in school (2014, background): “Extant research has shown that positive emotions can act as catalysts for successful learning and that experiencing negative emotions can hinder one from getting fully involved in the learning process (Pekrun et al. 2006, 2009; Reschly et al. 2008).”
Integrating the light and dark sides of student engagement using person-oriented and situation-specific approaches (2016, background): “In view of the predominant emphasis on the positive characteristics of student engagement (Reschly et al., 2008), it would seem important to investigate this ‘dark side of student engagement’ in more detail in future studies.”
Predictors of changes in students’ motivational resilience over the school year (2017, background): “internal dynamics of motivational resilience suggest that the positive feed-forward and feedback effects among these components may create a self-perpetuating feedback loop over time that can sustain resilience for students who are initially high in engagement, but can also amplify motivational vuln”