Predicting and enhancing students' positive emotions: An empirical study from a Taiwanese sociocultural context

Abstract

Predicting and enhancing positive emotions, reflecting the tenets of positive psychology, is of considerable importance for educators. Positive emotions may consist of a person's indication of happiness, joy, and love. In school and university settings, as research has shown, positive emotions play a pivotal role in helping students adjust, make friends, and engage in proactive social relationships with others. It is imperative for us to consider the design and development of educational programs that could assist in the facilitation of positive emotions. The present study involved examination of an inquiry into the prediction of positive emotion of university students, via means of data drawn from Taiwan. The main question for consideration is to determine the extent to which both social (e.g., the social milieu) and personal (e.g., personal resolve) influences could predict positive emotions. Structural equation modelling yielded support for our proposed a priori model: (a) the direct predictive effects of the social milieu, personal resolve, relating to others, and academic liking experience, and (b) the potential mediating roles of relating to others, and academic liking experience. Overall, the concept of emotions plays a central role and is accounted for by different types of personal and social contextual influences.