Influence of Positive and Negative Affects on the Academic Engagement of Students in the Initial Education Degree: Predictive Study

Abstract

This research aims to identify the influence of positive affects (AP) and negative affects (AN) on academic engagement (agentic, affective, behavioral and cognitive) in students of the Initial Education degree at a private university in Lima - Peru. The sample is made up of 148 students (100% women), from the first to the third cycle between 16 and 52 years of age (Mage = 26.20, SD = 6.53). The results revealed that the students having a positive affect will be able to have a greater engagement in their academic activities. Otherwise if the negative affects prevail, it will influence in a negative way. Likewise, it is concluded that positive affects (PA) positively predict with behavioral engagement (β = .42; p <.05), affective engagement (β = .37; p <.05) and cognitive engagement (β = .34; p <.05). Finally, in the Sobel test mediation model, it significantly confirmed that positive affects predict behavioral involvement when mediated by affective engagement. Under this premise, the question arises: How can positive affect be reinforced in the classroom for those students in initial education? How can you help those students who have negative affects? Or What can university teachers do to reinforce and encourage this enthusiasm for studies? In order to foster and incentivize positive affects in university students, it is necessary for teachers to provide an adequate climate within the classroom; and, as a higher institution, it is necessary to find suitable teachers, who do not impose themselves, who do not raise their voices, who do not intimidate, who do not condition the student, but rather motivate them to study for personal interest.