Oriol Xavier, Amutio Alberto, Mendoza Michelle, Da Costa Silvia, Miranda Rafael
Department of Management and Public Policies, Universidad de Santiago de Chile Santiago, Chile.
Department of Social Psychology and Methodology of the Behavioral Sciences, Faculty of Psychology, University of the Basque Country/Euskal Herriko Unibertsitatea Donostia-San Sebastian, Spain.
Front Psychol. 2016 Aug 25;7:1243. doi: 10.3389/fpsyg.2016.01243. eCollection 2016.
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).
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.
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.
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.
情绪创造力（EC）意味着体验复杂的情感生活，这在要求创新和不断变化的社会中变得越来越必要。本研究探讨作为一种特质的情绪创造力与内在动机（IM）和学业投入（AE）之间的关系。
选取428名智利大学生作为样本，其中男性占36.5%，女性占63.5%，年龄在18至45岁之间（M = 20.37；标准差 = 2.71）。此外，还探讨了课堂相关积极情绪在这种关系中的中介作用。
所得数据表明，培养高水平的特质情绪创造力会增强课堂上积极情绪（如感恩、爱和希望）的激发。此外，情绪创造力通过积极情绪体验预测大学生的内在动机和学业投入。
这些结果促使我们意识到大学生理解自身所经历情感过程复杂性的重要性。更好地控制这些情绪将使学生在不同教育阶段保持对学习的更高兴趣，并避免学业失败的风险。
