Future time perspective, positive emotions and student engagement: a longitudinal study

Student engagement is an important predictor of success, retention and perseverance in higher education. This study used structural equation modelling to evaluate a gain cycle of future time perspective (FTP), positive emotion and student engagement derived from the broaden-andbuild theory (BBT). A second objective was to examine changes within study variables over time. Participants were 217 UK undergraduates sampled at two time points. Mean levels of positive emotion and engagement decreased over time, whereas FTP increased. At both time points, FTP predicted higher engagement, and engagement predicted greater positive emotion levels. Positive emotion at Time 1 predicted increased levels of FTP, engagement and positive emotion at Time 2. This was consistent with the ‘build’ hypothesis of BBT suggesting that positive emotions facilitate approach behaviour and the development of psychological resources. Findings indicate that interventions designed to enhance FTP and positive emotion can facilitate student engagement and retention in higher education