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Junça Silva, A., Silva, D. & Caetano, A. (2022). How daily positive affect increases students' mental health, in mandatory quarantine, through daily engagement: The moderating role of self-leadership. Heliyon. 8 (12)

A. L. Silva et al.,  "How daily positive affect increases students' mental health, in mandatory quarantine, through daily engagement: The moderating role of self-leadership", in Heliyon, vol. 8, no. 12, 2022

@article{silva2022_1716021230523,
	author = "Junça Silva, A. and Silva, D. and Caetano, A.",
	title = "How daily positive affect increases students' mental health, in mandatory quarantine, through daily engagement: The moderating role of self-leadership",
	journal = "Heliyon",
	year = "2022",
	volume = "8",
	number = "12",
	doi = "10.1016/j.heliyon.2022.e12477",
	url = "https://www.sciencedirect.com/science/article/pii/S2405844022037653"
}

TY  - JOUR
TI  - How daily positive affect increases students' mental health, in mandatory quarantine, through daily engagement: The moderating role of self-leadership
T2  - Heliyon
VL  - 8
IS  - 12
AU  - Junça Silva, A.
AU  - Silva, D.
AU  - Caetano, A.
PY  - 2022
SN  - 2405-8440
DO  - 10.1016/j.heliyon.2022.e12477
UR  - https://www.sciencedirect.com/science/article/pii/S2405844022037653
AB  - The COVID-19 crisis has had significant impacts on mental health. Students are dealing with an uncertain context, not only due to COVID-19 but also because most of them have never been involved with the challenges of online school. The COVID-19 situation presents daily challenges that require students to respond adaptively. However, little is known about how students handle their daily emotions, in such challenging settings. Drawing on the broaden-and-built theory, we developed a multilevel model arguing that daily-positive affect would enhance daily engagement, and this would be positively related to students' end-of-the-day mental health. We also predict that the mediating path would be stronger for students with higher levels of self-leadership. To achieve the goals, we conducted a 5-day diary study (n = 64*5 = 320). Results from multilevel modeling showed that positive emotions trigger academic engagement which, in turn, increases mental health, both at the within and between-person level. Results also demonstrated that self-leadership strengthened the positive mediating path, for students with higher levels of self-leadership. Positive affect appears to be a significant predictor of mental health in higher education settings. Moreover, developing self-leadership is an added value, that may be conceived as a personal resource, and may protect students from the uncertainty triggered by the COVID-19 crisis.
ER  -