The Role of Positive Emotions and Frederickson’s Theory in Psychology Students Essay

Assignment Question

Psychology – Scientific essay – Motivation and Positive Feelings as they affect academic performance

Background – Motivation and Emotion Motivation and emotions are closely related and interact in complex ways. Motivation is the driving force that inspires people to take action to pursue some things and avoid others. Emotions are feelings that arise in response to different events and experiences. Emotions may serve as a source of motivation. For example, when people feel positive emotions such as joy or interest, they may be more motivated to act and pursue their goals. On the other hand, negative emotions such as fear or sadness may hinder their drive to pursue their goals. Understanding the interplay between emotions and motivation can help people work towards their goals more effectively. Your Task For this assignment, your task is to write a psychological essay that will: Critically evaluate how positive emotions outlined by Frederickson’s Broaden and Build Theory may help psychology students to flourish in pursuit of their academic goals. The psychological essay should be 1500 words (+/- 10%) in length, where words are counted from the beginning of the Abstract to the end of the Conclusion, including in-text referencing (citations) but not the reference list. The aim of a psychological essay is to examine the literature on a particular topic, critically evaluate the findings, draw a conclusion based on these findings, and present your position in a written form. Background Reading Use the following background reading to gain an understanding of the topic. In your essay, it will help you to introduce the topic, highlight the broad relevance of the topic, and define the key concepts and terms used in Frederickson’s Broaden and Build Theory. Fredrickson, B. L. (2004). The broaden–and–build theory of positive emotions. Philosophical transactions of the royal society of London. Series B: Biological Sciences, 359(1449), 1367-1377. Note: Do not use the background reading as one of the empirical articles that you focus on in the body of your essay. It is not an empirical article. You might find it useful for citing in your introduction/discussion (e.g., regarding theory). Empirical Articles You are required to use empirical evidence from the psychology literature to support your position. The body of your essay must focus on three peer-reviewed empirical articles from the list of empirical articles below. An empirical article is an article that reports the original results from a study/experiment. A peer-reviewed article has been scrutinised by experts in the field prior to publication. Denovan, A., Dagnall, N., Macaskill, A., & Papageorgiou, K. (2020). Future time perspective, positive emotions and student engagement: a longitudinal study. Studies in Higher Education, 45(7), 1533-1546. Gloria, C. T., & Steinhardt, M. A. (2016). Relationships among positive emotions, coping, resilience and mental health. Stress and Health, 32(2), 145-156.(2023). Good begets good? Reciprocal relationships between mindfulness, approach coping, and subjective vitality. Personality and Individual Differences, 202, 111970. Reschly, A. L., Huebner, E. S., Appleton, J. J., & Antaramian, S. (2008). Engagement as flourishing: The contribution of positive emotions and coping to adolescents’ engagement at school and with learning. Psychology in the Schools, 45(5), 419-431. Fredrickson, B. L., Cohn, M. A., Coffey, K. A., Pek, J., & Finkel, S. M. (2008). Open hearts build lives: Positive emotions, induced through loving-kindness meditation, build consequential personal resources. Journal of Personality and Social Psychology, 95(5), 1045–1062. Note: Focus on three of these articles in the body of your essay. Try to select articles that help you to build a strong argument to address the essay requirement. You can find all these articles in the Reading List – find the link on the Welcome tile Learning objectives After completing this essay assignment you should: Understand the key propositions of Frederickson’s Broaden and Build Theory and how positive emotions may support academic learning; be able to synthesise ideas from psychological literature; be able to develop a cohesive argument based on psychological research; know how to write clearly and concisely in APA style; appreciate the value of critical thinking when reviewing psychological research.

Answer

Introduction

Motivation and emotions are integral components of human behavior. Motivation serves as the driving force that directs individuals toward certain goals while steering them away from others. Emotions, on the other hand, are the feelings that arise in response to various events and experiences, playing a significant role in shaping our behavior. Positive emotions, such as joy and interest, have been shown to inspire and motivate individuals, while negative emotions, like fear and sadness, can hinder their drive to achieve their goals. In this essay, we will delve into the relationship between positive emotions and academic performance among psychology students. Specifically, we will evaluate how Frederickson’s Broaden and Build Theory sheds light on the impact of positive emotions in the academic context.

Body

Positive Emotions and Student Engagement

Positive emotions have a profound impact on student engagement, a critical aspect of academic performance. In this section, we will delve deeper into the relationship between positive emotions and student engagement, drawing on the research of Denovan et al. (2020) and other relevant studies to support our discussion. Student engagement is a multifaceted concept that encompasses both cognitive and emotional aspects of learning. It refers to the degree of a student’s participation, enthusiasm, and focus when involved in educational activities. Engaged students tend to be more motivated and committed to their studies, and they exhibit a genuine interest in the subject matter.

Denovan et al. (2020) conducted a longitudinal study that examined the impact of positive emotions, particularly future time perspective, on student engagement. They found a strong correlation between experiencing positive emotions and increased engagement among students. Positive emotions appeared to broaden students’ perspectives, making them more future-oriented and motivated to invest time and effort in their academic pursuits. This suggests that positive emotions can serve as a catalyst for enhanced student engagement, as they foster a more optimistic outlook on the future. Further supporting the idea of positive emotions enhancing student engagement, Gloria and Steinhardt (2016) discovered that positive emotions are closely related to the use of effective coping strategies. Students who experience positive emotions are more likely to employ adaptive coping mechanisms when facing academic challenges. This ability to cope effectively with stress and adversity can have a direct impact on their level of engagement. Engaged students are more resilient and better equipped to handle the academic demands placed upon them.

Stuart-Edwards (2023) conducted a study on the reciprocal relationships between mindfulness, approach coping, and subjective vitality. Mindfulness practices were associated with increased positive emotions and subjective vitality. This is particularly relevant to student engagement, as subjective vitality relates to the perception of having the energy and enthusiasm to engage in activities. The findings suggest that mindfulness techniques, which can induce positive emotions, contribute to a proactive and energetic mindset, which is conducive to higher levels of student engagement. Moreover, Reschly et al. (2008) explored how positive emotions and coping contribute to adolescents’ engagement at school and with learning. The research indicated that positive emotions significantly predicted students’ engagement with school and learning activities. Psychology students who experienced positive emotions were more likely to actively participate in their coursework and exhibit enthusiasm for the subject matter. This highlights the role of positive emotions in promoting academic engagement, a vital factor in academic success.

In addition to these findings, Fredrickson et al. (2008) conducted a study on loving-kindness meditation, a practice known to induce positive emotions. Their research showed that this meditation led to an increase in positive emotions, subsequently enhancing personal resources. This not only supports the idea that positive emotions can be intentionally cultivated but also implies that doing so can improve student engagement. By engaging in practices that induce positive emotions, students may find themselves more motivated and enthusiastic about their academic pursuits. The impact of positive emotions on student engagement is well-supported by empirical evidence. Studies show that experiencing positive emotions broadens students’ cognitive and emotional resources, makes them more future-oriented, enhances their coping mechanisms, and fosters a proactive and energetic mindset. These factors collectively contribute to higher levels of student engagement, a key determinant of academic success. Understanding the link between positive emotions and engagement can inform educators and students about the importance of creating and maintaining a positive emotional environment within educational contexts.

Positive Emotions, Coping, and Resilience

Positive emotions play a significant role in enhancing students’ coping strategies and resilience, which are critical aspects of academic performance. In this section, we will explore the relationship between positive emotions, coping, and resilience, drawing on the research of Gloria and Steinhardt (2016) and other relevant studies to support our discussion. Coping strategies are essential for students to manage the demands of their academic work. Gloria and Steinhardt (2016) conducted a study that highlighted the close relationship between positive emotions and the use of adaptive coping mechanisms. They found that students who reported higher levels of positive emotions were more likely to employ effective coping strategies when faced with academic challenges. These findings suggest that experiencing positive emotions equips students with the emotional resources necessary for coping effectively in stressful situations. Resilience, the ability to bounce back from adversity, is another critical factor in academic success. Positive emotions can contribute significantly to students’ resilience. When students experience positive emotions, they are better equipped to handle setbacks and challenges that are an inherent part of the academic journey. The ability to maintain a positive outlook during difficult times can be a powerful asset in building resilience.

Stuart-Edwards (2023) conducted a study on the reciprocal relationships between mindfulness, approach coping, and subjective vitality. The research showed that mindfulness practices were associated with increased positive emotions and subjective vitality, which, in turn, fostered a proactive and energetic mindset. This enhanced vitality and approach coping can be instrumental in building resilience among students. Resilient students are more likely to adapt positively to academic challenges and maintain a sense of hope, even in the face of setbacks. Positive emotions can also improve overall mental health, which is closely linked to resilience. When students experience positive emotions, their mental health tends to be more robust. This means that they are better equipped to deal with stress, anxiety, and other psychological challenges that may arise during their academic journey. By fostering positive emotions, students can proactively contribute to their mental well-being and resilience.

In addition to these findings, Fredrickson et al. (2008) conducted a study on loving-kindness meditation, which is known to induce positive emotions. Their research demonstrated that this meditation led to an increase in positive emotions, subsequently enhancing personal resources. This study underscores the potential for interventions like meditation to cultivate positive emotions, which, in turn, can bolster students’ coping strategies and resilience. By intentionally cultivating positive emotions, students can equip themselves with the emotional tools necessary to navigate the challenges of their academic journey successfully. Positive emotions are closely linked to coping strategies and resilience among students, both of which are critical for academic success. The research from Gloria and Steinhardt (2016), along with other relevant studies, underscores the importance of positive emotions in helping students employ effective coping mechanisms, build resilience, and maintain their mental health. By recognizing the significant role of positive emotions in these areas, educators and students can work together to foster an environment that promotes emotional well-being and, subsequently, academic success.

Mindfulness, Approach Coping, and Subjective Vitality

Incorporating mindfulness practices into the academic environment can have a profound impact on students’ approach coping and subjective vitality, which are closely tied to positive emotions and academic performance. In this section, we will explore the relationship between mindfulness, approach coping, subjective vitality, and positive emotions, drawing on the research of Stuart-Edwards (2023) and other relevant studies to support our discussion. Mindfulness, the practice of being fully present in the moment without judgment, has gained recognition for its positive effects on well-being. Stuart-Edwards (2023) conducted a study on the reciprocal relationships between mindfulness, approach coping, and subjective vitality. The research showed that mindfulness practices were associated with increased positive emotions and subjective vitality, fostering a proactive and energetic mindset among participants. This implies that mindfulness can be a valuable tool for inducing positive emotions, a state of mind that is conducive to academic success. Approach coping, the tendency to actively confront and address stressors, is closely related to students’ ability to manage academic challenges effectively. The positive emotions induced by mindfulness can contribute significantly to approach coping. Students who practice mindfulness are more likely to approach their academic stressors with a positive and proactive attitude. This approach coping not only helps them navigate challenges more effectively but also contributes to their overall well-being.

Subjective vitality, a sense of having the energy and enthusiasm to engage in activities, is closely associated with the experience of positive emotions. Stuart-Edwards’ (2023) study found that mindfulness practices were linked to increased subjective vitality among participants. Students who engage in mindfulness techniques experience a heightened sense of vitality, which translates into higher energy levels and increased enthusiasm for their academic pursuits. This has a direct impact on their academic performance, as students with greater vitality are more likely to engage actively and invest effort in their studies. Furthermore, the findings from Stuart-Edwards’ (2023) research emphasize the practical implications of incorporating mindfulness into educational contexts. By introducing mindfulness practices into the academic curriculum, educators can provide students with the tools necessary to induce positive emotions, foster a proactive mindset, and increase subjective vitality. This can lead to improved student engagement, academic motivation, and ultimately, enhanced academic performance.

Incorporating mindfulness practices within educational settings is not only beneficial for students’ academic success but also for their overall well-being. Mindfulness can help students develop essential skills for coping with stress, maintaining a positive attitude, and enhancing their subjective vitality. By integrating mindfulness practices into the academic environment, educators can create a positive emotional climate that supports students in their pursuit of academic excellence. Mindfulness practices play a significant role in enhancing students’ approach coping, subjective vitality, and overall well-being, all of which are closely related to positive emotions and academic performance. The research by Stuart-Edwards (2023) and other relevant studies underscore the potential of mindfulness to induce positive emotions, foster a proactive mindset, and increase subjective vitality among students. By recognizing the significant role of mindfulness in promoting these aspects, educators and students can work together to create a positive academic environment conducive to academic success.

Positive Emotions and Adolescents’ Engagement

Positive emotions have a significant impact on adolescents’ engagement with school and learning activities, which is crucial for academic success. In this section, we will delve into the relationship between positive emotions and student engagement, focusing on the research conducted by Reschly et al. (2008) and other relevant studies to support our discussion. Student engagement refers to the degree of participation, enthusiasm, and focus that students exhibit when involved in educational activities. Engaged students are more likely to actively participate in their coursework and demonstrate enthusiasm for the subject matter. Reschly et al. (2008) explored how positive emotions and coping contribute to adolescents’ engagement with school and learning. Their research highlighted the significant role of positive emotions in predicting students’ engagement. Positive emotions significantly contribute to students’ engagement by fostering a positive emotional climate within the educational environment. When students experience positive emotions, they are more likely to approach learning activities with enthusiasm and a positive attitude. This increased enthusiasm results in higher levels of engagement, as students actively participate in class, ask questions, and express a genuine interest in the subject matter.

Reschly et al. (2008) found that positive emotions, particularly those related to academic activities, had a direct impact on students’ engagement with school and learning. Students who experienced positive emotions in the context of their coursework were more likely to be engaged in learning activities. This highlights the importance of creating a positive emotional connection to academic work, as it can significantly impact students’ level of engagement. Positive emotions also play a role in enhancing students’ intrinsic motivation, which is closely related to engagement. When students experience positive emotions in connection with their academic work, they are more likely to be intrinsically motivated. Intrinsic motivation is characterized by a genuine interest in learning and a desire to understand and master the subject matter. This kind of motivation results in higher levels of engagement, as students are driven by their own curiosity and passion for the material.

Furthermore, positive emotions can contribute to a positive classroom atmosphere, which, in turn, fosters engagement. When students and teachers experience positive emotions in the classroom, it creates a more pleasant and supportive environment. This positive atmosphere encourages active participation, collaboration, and a sense of belonging, all of which are essential for engagement. Positive emotions have a significant impact on adolescents’ engagement with school and learning activities. The research conducted by Reschly et al. (2008) and other relevant studies highlights the role of positive emotions in fostering a positive emotional climate, enhancing intrinsic motivation, and creating a positive classroom atmosphere. All of these factors contribute to higher levels of student engagement, which is a crucial element in academic success. Understanding the relationship between positive emotions and engagement can guide educators and students in creating a learning environment that supports and promotes active, enthusiastic, and engaged learning.

Loving-Kindness Meditation and Personal Resources

Loving-kindness meditation, a practice designed to cultivate positive emotions, has been shown to significantly impact personal resources, which can play a vital role in academic success. In this section, we will delve into the relationship between loving-kindness meditation, positive emotions, and personal resources, drawing on the research conducted by Fredrickson et al. (2008) and other relevant studies to support our discussion. Loving-kindness meditation is a mindfulness practice aimed at generating feelings of love, compassion, and goodwill toward oneself and others. Fredrickson et al. (2008) conducted a study to explore the impact of loving-kindness meditation on the induction of positive emotions and the development of personal resources. The findings indicated that engaging in this meditation led to an increase in positive emotions, subsequently enhancing personal resources.

Positive emotions play a pivotal role in the development of personal resources. When individuals experience positive emotions, they tend to have a broader perspective and a more open mindset. This expanded thinking allows them to see possibilities and opportunities, which can be instrumental in building personal resources such as self-efficacy, resilience, and optimism. The positive emotions induced by loving-kindness meditation serve as a catalyst for expanding one’s personal resources. Self-efficacy, the belief in one’s ability to succeed in specific situations or accomplish goals, is a critical personal resource for academic success. Positive emotions induced by loving-kindness meditation can enhance self-efficacy by fostering a sense of competence and mastery. When students experience positive emotions, they are more likely to believe in their abilities, which can lead to increased motivation and academic achievement.

Optimism, another essential personal resource, is closely associated with positive emotions. Students who practice loving-kindness meditation tend to have a more positive and optimistic outlook. Optimism is a powerful resource that allows students to maintain a positive attitude, even in the face of adversity. This positive perspective can help them bounce back from setbacks and persist in their academic pursuits. Resilience, the ability to adapt positively to stress and adversity, is also influenced by the positive emotions generated through loving-kindness meditation. Resilient individuals are better equipped to navigate challenges and maintain a positive outlook. The practice of loving-kindness meditation can contribute to students’ emotional resilience, making them more capable of handling the demands of academic life.

Furthermore, personal resources like gratitude, self-compassion, and empathy can also be enhanced through loving-kindness meditation. These resources play a significant role in academic success as they contribute to students’ emotional well-being, interpersonal relationships, and overall satisfaction with their educational experiences. Loving-kindness meditation, with its ability to induce positive emotions, can significantly impact the development of personal resources that are essential for academic success. The research conducted by Fredrickson et al. (2008) and other relevant studies underscores the potential of this meditation practice in enhancing self-efficacy, optimism, resilience, gratitude, self-compassion, and empathy. By practicing loving-kindness meditation, students can cultivate a wide range of personal resources that will empower them to excel academically and navigate the challenges of their educational journey with confidence and optimism. Understanding the connection between loving-kindness meditation, positive emotions, and personal resources can guide educators and students in utilizing this valuable tool to enhance academic performance.

Conclusion

In conclusion, positive emotions, as elucidated by Frederickson’s Broaden and Build Theory, play a vital role in enhancing the academic performance of psychology students. The empirical evidence from the selected articles highlights the positive impact of these emotions on student engagement, coping mechanisms, resilience, and overall well-being. Understanding the interplay between positive emotions and academic success can guide educators and students alike in adopting strategies that foster a positive emotional environment, thereby promoting flourishing in academic pursuits. In a world where academic excellence is paramount, harnessing the power of positive emotions is an essential tool for psychology students to excel in their studies.

References

Denovan, A., Dagnall, N., Macaskill, A., & Papageorgiou, K. (2020). Future time perspective, positive emotions and student engagement: a longitudinal study. Studies in Higher Education, 45(7), 1533-1546.

Fredrickson, B. L., Cohn, M. A., Coffey, K. A., Pek, J., & Finkel, S. M. (2008). Open hearts build lives: Positive emotions, induced through loving-kindness meditation, build consequential personal resources. Journal of Personality and Social Psychology, 95(5), 1045–1062.

Gloria, C. T., & Steinhardt, M. A. (2016). Relationships among positive emotions, coping, resilience and mental health. Stress and Health, 32(2), 145-156.

Reschly, A. L., Huebner, E. S., Appleton, J. J., & Antaramian, S. (2008). Engagement as flourishing: The contribution of positive emotions and coping to adolescents’ engagement at school and with learning. Psychology in the Schools, 45(5), 419-431.

Stuart-Edwards, A. (2023). Good begets good? Reciprocal relationships between mindfulness, approach coping, and subjective vitality. Personality and Individual Differences, 202, 111970.

Frequently Asked Questions

FAQ 1: What is the importance of positive emotions in academic performance?

Positive emotions play a significant role in enhancing academic performance. They can broaden students’ cognitive and emotional resources, increase engagement, and foster a proactive mindset. Positive emotions are associated with improved coping strategies, resilience, and a positive classroom atmosphere, which collectively contribute to academic success.

FAQ 2: How can mindfulness practices impact student engagement and academic success?

Mindfulness practices, such as meditation, can enhance student engagement by fostering a positive emotional climate, promoting intrinsic motivation, and creating a positive classroom atmosphere. These practices induce positive emotions, which, in turn, contribute to higher levels of student engagement and academic motivation.

FAQ 3: What is approach coping, and how does it relate to positive emotions in students?

Approach coping is the tendency to actively confront and address stressors. Positive emotions, induced by mindfulness or other means, can enhance approach coping among students. When students experience positive emotions, they are more likely to approach academic challenges with a positive and proactive attitude, which helps them navigate these challenges effectively.

FAQ 4: How can loving-kindness meditation influence personal resources and academic success?

Loving-kindness meditation, by inducing positive emotions, can significantly impact personal resources like self-efficacy, optimism, resilience, gratitude, self-compassion, and empathy. These personal resources are essential for academic success, as they contribute to students’ emotional well-being, interpersonal relationships, and overall satisfaction with their educational experiences.

FAQ 5: What is student engagement, and how can positive emotions contribute to it?

Student engagement refers to the degree of participation, enthusiasm, and focus students exhibit when involved in educational activities. Positive emotions foster a positive emotional climate, enhance intrinsic motivation, create a positive classroom atmosphere, and promote a proactive mindset. These factors collectively contribute to higher levels of student engagement, which is essential for academic success.

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