The Effect of Positive Emotions on the Academic Engagement of Urban and Rural L2 Learners

Abstract

The purpose of the study was to find out the effect of positive emotions on the academic engagement of L2 learners from urban and rural areas. This study was quantitative in nature and causal comparative research design was used for getting results. Convenience sampling technique was used for choosing students from urban and rural secondary schools of district Lahore. Both parts of the questionnaire used for the study, positive emotions (Positive Emotions Inventory) and academic engagement (Academic Engagement Guage), had a good reliability value (.71 and .76 respectively). Inferential statistics like Regression analysis was used to evaluate the data. Overall, the results showed that the positive emotions of enjoyment, contentment and compassion contributed significantly to cognitive and behavioral engagement of participants from both rural and urban areas. Whereas, pride, enjoyment and compassion contributed significantly to emotional engagement. Further, there was a significant difference in the emotion of hope between the participants from rural and urban areas. Whereas, no significant difference was found in the engagement of participants from rural and urban localities. It is recommended that rural schools should provide resources that support students' higher levels of pride, hope, enjoyment, and compassion. While, urban schools should offer opportunities for students to experience a wider range of positive emotions, not just contentment. L2 teachers may design activities and curricula that provide confidence to students and participate actively and think critically, enhancing their enjoyment, contentment, and compassion. They may ensure emotional engagement strategies boosting the feelings of hope and contentment.