Emotional creativity as predictor of intrinsic motivation and academic engagement in university students

The mediating role of positive emotions

Xavier Oriol, Alberto Amutio, Michelle Mendoza, Silvia Da Costa, Rafael Miranda

Resultado de la investigación: Article

9 Citas (Scopus)

Resumen

Objective: Emotional creativity (EC) implies experiencing a complex emotional life, which is becoming increasingly necessary in societies that demand innovation and constant changes. This research studies the relation of EC as a dispositional trait with intrinsic motivation (IM) and academic engagement (AE). Methods: A sample of 428 university Chilean students, 36.5% men and 63.5% women, with ages from 18 to 45 years-old (M = 20.37; DT = 2.71). Additionally, the mediating function of class-related positive emotions in this relation is explored. Results: The obtained data indicate that developing high levels of dispositional EC enhances the activation of positive emotions, such as gratitude, love and hope, in the classroom. Furthermore, EC predicts IM and AE of university students by the experience of positive emotions. Conclusion: These results compel us to be aware of the importance that university students can understand the complexity of the emotional processes they undergo. A greater control of these emotions would allow students to maintain higher levels of interest in their studies at the different educational stages and to avoid the risk of school failure.

Idioma originalEnglish
Número de artículo01243
PublicaciónFrontiers in Psychology
Volumen7
N.ºAUG
DOI
EstadoPublished - 25 ago 2016

Huella dactilar

Creativity
Motivation
Emotions
Students
Hope
Love
Research

ASJC Scopus subject areas

  • Psychology(all)

Citar esto

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title = "Emotional creativity as predictor of intrinsic motivation and academic engagement in university students: The mediating role of positive emotions",
abstract = "Objective: Emotional creativity (EC) implies experiencing a complex emotional life, which is becoming increasingly necessary in societies that demand innovation and constant changes. This research studies the relation of EC as a dispositional trait with intrinsic motivation (IM) and academic engagement (AE). Methods: A sample of 428 university Chilean students, 36.5{\%} men and 63.5{\%} women, with ages from 18 to 45 years-old (M = 20.37; DT = 2.71). Additionally, the mediating function of class-related positive emotions in this relation is explored. Results: The obtained data indicate that developing high levels of dispositional EC enhances the activation of positive emotions, such as gratitude, love and hope, in the classroom. Furthermore, EC predicts IM and AE of university students by the experience of positive emotions. Conclusion: These results compel us to be aware of the importance that university students can understand the complexity of the emotional processes they undergo. A greater control of these emotions would allow students to maintain higher levels of interest in their studies at the different educational stages and to avoid the risk of school failure.",
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Emotional creativity as predictor of intrinsic motivation and academic engagement in university students : The mediating role of positive emotions. / Oriol, Xavier; Amutio, Alberto; Mendoza, Michelle; Da Costa, Silvia; Miranda, Rafael.

En: Frontiers in Psychology, Vol. 7, N.º AUG, 01243, 25.08.2016.

Resultado de la investigación: Article

TY - JOUR

T1 - Emotional creativity as predictor of intrinsic motivation and academic engagement in university students

T2 - The mediating role of positive emotions

AU - Oriol, Xavier

AU - Amutio, Alberto

AU - Mendoza, Michelle

AU - Da Costa, Silvia

AU - Miranda, Rafael

PY - 2016/8/25

Y1 - 2016/8/25

N2 - Objective: Emotional creativity (EC) implies experiencing a complex emotional life, which is becoming increasingly necessary in societies that demand innovation and constant changes. This research studies the relation of EC as a dispositional trait with intrinsic motivation (IM) and academic engagement (AE). Methods: A sample of 428 university Chilean students, 36.5% men and 63.5% women, with ages from 18 to 45 years-old (M = 20.37; DT = 2.71). Additionally, the mediating function of class-related positive emotions in this relation is explored. Results: The obtained data indicate that developing high levels of dispositional EC enhances the activation of positive emotions, such as gratitude, love and hope, in the classroom. Furthermore, EC predicts IM and AE of university students by the experience of positive emotions. Conclusion: These results compel us to be aware of the importance that university students can understand the complexity of the emotional processes they undergo. A greater control of these emotions would allow students to maintain higher levels of interest in their studies at the different educational stages and to avoid the risk of school failure.

AB - Objective: Emotional creativity (EC) implies experiencing a complex emotional life, which is becoming increasingly necessary in societies that demand innovation and constant changes. This research studies the relation of EC as a dispositional trait with intrinsic motivation (IM) and academic engagement (AE). Methods: A sample of 428 university Chilean students, 36.5% men and 63.5% women, with ages from 18 to 45 years-old (M = 20.37; DT = 2.71). Additionally, the mediating function of class-related positive emotions in this relation is explored. Results: The obtained data indicate that developing high levels of dispositional EC enhances the activation of positive emotions, such as gratitude, love and hope, in the classroom. Furthermore, EC predicts IM and AE of university students by the experience of positive emotions. Conclusion: These results compel us to be aware of the importance that university students can understand the complexity of the emotional processes they undergo. A greater control of these emotions would allow students to maintain higher levels of interest in their studies at the different educational stages and to avoid the risk of school failure.

KW - Academic engagement

KW - Class-related emotions

KW - Dispositional emotional creativity

KW - Intrinsic motivation

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