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. 2016 Aug 25:7:1243.
doi: 10.3389/fpsyg.2016.01243. eCollection 2016.

Emotional Creativity as Predictor of Intrinsic Motivation and Academic Engagement in University Students: The Mediating Role of Positive Emotions

Xavier Oriol  1 , Alberto Amutio  2 , Michelle Mendoza  3 , Silvia Da Costa  4 , Rafael Miranda  5
Affiliations

Emotional Creativity as Predictor of Intrinsic Motivation and Academic Engagement in University Students: The Mediating Role of Positive Emotions

Xavier Oriol et al. Front Psychol. .

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.

Keywords: academic engagement; class-related emotions; dispositional emotional creativity; intrinsic motivation; university students.

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Figures

FIGURE 1
FIGURE 1
(A) Multiple mediation model of the association between Emotional Creativity and Academic Engagement via class-related emotions. Coefficients are unstandardized. (B) A multiple mediation model of the association between preparedness and AE via class-related emotion. Coefficients are unstandardized. ∗p < 0.05; ∗∗p < 0.01; ∗∗∗p < 0.001.
FIGURE 2
FIGURE 2
(A) A multiple mediation model of the association between EC and intrinsic motivation via class-related emotions. Coefficients are unstandardized. (B) A multiple mediation model of the association between Preparedness, and IM via class-related emotions. Coefficients are unstandardized. ∗p < 0.05; ∗∗p < 0.01; ∗∗∗p < 0.001.
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