Can positive affect “undo” negative affect? A longitudinal study of affect in studying

• Published in: Personality and individual differences Vol. 53; no. 4; pp. 448 - 452
• Main Authors: Moneta, Giovanni B., Vulpe, Alina, Rogaten, Jekaterina
• Format: Journal Article
• Language: English
• Published: Kidlington Elsevier Ltd 01-09-2012; Elsevier
• Subjects: Affect; Biological and medical sciences; College students; Educational psychology; Emotions; Fundamental and applied biological sciences. Psychology; Indirect effects; Longitudinal study; Mediation; Negative affect; Negative emotions; Positive affect; Psychology. Psychoanalysis. Psychiatry; Psychology. Psychophysiology; Pupil and student. Academic achievement and failure; Undoing hypothesis; Longitudinal study; College students; Mediation; Positive affect; Emotions; Undoing hypothesis; Negative affect; Human; Affect affectivity; University environment; Emotion emotionality; Student; Follow up study
• ISSN: 0191-8869; 1873-3549
• DOI: 10.1016/j.paid.2012.04.011

► We measured positive (PA) and negative affect (PA) in studying on two occasions 3months apart. ► Time 1 PA prevented time 2 NA through the mediation of time 1 NA. ► For shorter follow-up, time 1 PA prevented time 2 NA through the mediation of time 2 PA. ► Time 1 PA did not directly prevent time 2 NA. ► The findings provide some support to the hypothesis that positive affect can undo negative affect.
Drawing from the view that positive and negative emotions are incompatible within momentary experience, it was hypothesized that positive affect in studying would prevent subsequent negative affect in studying. A sample of 126 college students completed the Positive and Negative Affect Schedule – Short Form with reference to their current experience when studying on two occasions 3months apart. Mediation modeling revealed a proximal indirect effect, in that positive affect prevents negative affect at baseline, and the reduction effect carries on over time, and a less enduring distal indirect effect, in that positive affect at baseline fosters subsequent positive affect, which in turn prevents negative affect. The findings support the hypothesis and provide indications for research aiming at reducing negative affect in studying.