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    Future time perspective, positive emotion and academic engagement: a longitudinal study

    Denovan, Andrew ORCID logoORCID: https://orcid.org/0000-0002-9082-7225, Dagnall, Neil ORCID logoORCID: https://orcid.org/0000-0003-0657-7604, Macaskill, Ann and Papageorgiou, Kostas (2020) Future time perspective, positive emotion and academic engagement: a longitudinal study. Studies in Higher Education, 45 (7). pp. 1533-1546. ISSN 0307-5079

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    Abstract

    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.

    Item Type: Article
    Peer-reviewed: Yes
    Date Deposited: 16 Jul 2019 15:07
    Publisher: Taylor & Francis (Routledge)
    Additional Information: “This is an Accepted Manuscript of an article published by Taylor & Francis in Studies in Higher Education on 14/5/2019, available online: http://www.tandfonline.com/10.1080/03075079.2019.1616168.”
    Divisions: Faculties > Business and Law
    Faculties > Health and Education
    Subject terms: Broaden-and-build theory, future time perspective, positive emotions, student engagement, university students, Social Sciences, Education & Educational Research, Broaden-and-build theory, future time perspective, positive emotions, student engagement, university students, INDIVIDUAL-DIFFERENCES, ACADEMIC-PERFORMANCE, UNIVERSITY-STUDENTS, BUILD THEORY, STRESS, PSYCHOLOGY, RESOURCES, BURNOUT, MODELS, SCHOOL, 1301 Education Systems, 1303 Specialist Studies in Education, Education
    URI: https://e-space.mmu.ac.uk/id/eprint/622957
    DOI: https://doi.org/10.1080/03075079.2019.1616168
    ISSN 0307-5079

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