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The Incremental Validity of Positive Emotions in Predicting School Functioning

University of South Carolina

E. Scott Huebner

University of South Carolina, huebner{at}sc.edu

Amy L. Reschly

University of Georgia

Robert F. Valois

University of South Carolina

Proponents of positive psychology have argued for more comprehensive assessments incorporating positive measures (e.g., student strengths) as well as negative measures (e.g., psychological symptoms). However, few variable-centered studies have addressed the incremental validity of positive assessment data. The authors investigated the incremental validity of positive emotions relative to negative emotions in predicting adolescents’ adaptive school functioning. Positive emotions demonstrated significant incremental validity in predicting school satisfaction, adaptive coping, and student engagement, but not self-reported GPA. The findings offer some support for the utility of positive measures in psychoeducational assessments.

Key Words: positive emotions • strengths-based assessment • adolescence

This version was published on October 1, 2009

Journal of Psychoeducational Assessment, Vol. 27, No. 5, 397-408 (2009)
DOI: 10.1177/0734282908330571


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