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It argues that engaged learners become more active, self-directed, and responsible, improving persistence and academic success. The study proposes that positive psychology interventions, proven to support positive outcomes in organizational contexts, can be applied to online adult literacy settings through positive culture, facilitation, and academic content.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-power-of-the-positive-enhancing-online-student-engagement-for-adult-literacy-learners/589119/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-power-of-the-positive-enhancing-online-student-engagement-for-adult-literacy-learners/589119.png","ImageObject",300,407,{"name":92,"@type":93},"Nguyễn Văn Học","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-25","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does the article connect positive emotions to online student engagement?","Question",{"text":112,"@type":113},"It links evolving research on positive emotions to learning design, arguing that online environments can be crafted to maximize engagement. 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Beattie, Center for Intentional Learning  \nAbstract  \nThe evolving neurobiological and psychological understanding of emotions, specifically positive emotions, provides fascinating insights into how learners’ emotions can be evoked, and online learning environments can be crafted to maximize student engagement. Engaged online learners are more active, self-directed, and responsible; they persist and find academic success at higher rates. This article aims to maximize learner outcomes by combining the research and frameworks of online student engagement with the neuroscience and psychology of positive emotions. This research suggests that positive psychology interventions, which have been consistently correlated to positive organizational outcomes when similarly used in business initiatives, also apply to the online adult literacy classroom. The infusion of practical positive psychology principles and the purposeful use of positive emotions in the online setting arepresented from three distinct perspectives: creating a positive culture, facilitation, and academic content.  \nKeywords: emotions, learning, online learning, self-directed learning, neuroscience, learner outcomes, positive psychology, adult literacy, digital learning  \nLearning environments in adult education are on a continuum of positive to negative emotions and experiences. Intense pride in learning and career goals sit beside genuine disinterest or disillusionment. Both ends of these outcomes are informed by past academic and life experiences, societal and family expectations, and a desire for change. The effects of positive and negative emotions and experiences have not been evaluated from the perspective of adult literacy. This does not make them any less real in their contributions to learner achievement. In fact, failure for the adult literacy learner is broader than a failed  \ntest or a repeated course . Failure negatively influences workforce opportunities, well-being, and results in feelings of shame, humiliation, and uncertainty for the future.  \nLearner engagement has a pivotal role in learner satisfaction, persistence, and achievement.  \nIt is engagement that affects retention and achievement, two common challenges in adult literacy education. When the COVID-19 pandemic swept the world in 2020 and required adult literacy programs to transition to instruction online, new challenges to engagement, retention, and academic success arose . While practitioners  \nCorrespondence: [ellen.beattie@centerforintentionallearning.com](ellen.beattie@centerforintentionallearning.com) 20  \ncited low reading levels, limited digital literacy, and fear and anxiety in the online learning environment, as reasons to avoid online learning for adult literacy learners it now seems clear that the future success for adult learning must incorporate its elements to meet the needs of continual learning and learner needs.  \nPositive psychology’s mission is to bring awareness and development to the factors that allow individuals, groups, and communities to achieve optimal human functioning (Seligman, 2019) . The evidence connecting positive psychology to satisfaction, well-being, and the achievement of organizational goals is strong across business and health care disciplines but minimal in education. While understudied, the impact of positive psychology on learner success may provide a new framework for adult literacy. This article is a theoretical review that aims to provide practical implementation strategies designed to increase learners’ psychological wellbeing, self-efficacy, and engagement in an online adult literacy program .  \nPositive Psychology  \nPositive psychology is one of the newest and most influential bra","cbCaidK59MBHFspV","https://ap.wps.com/l/cbCaidK59MBHFspV","pdf",144888,16,"English","# Abstract\n# Emotions in Adult Learning\n# Learner Engagement and Online Transition\n# Positive Psychology Foundations\n## Mission and Evidence Across Disciplines","[{\"question\":\"How does the article connect positive emotions to online student engagement?\",\"answer\":\"It links evolving research on positive emotions to learning design, arguing that online environments can be crafted to maximize engagement. Engaged learners are described as more active, self-directed, and responsible.\"},{\"question\":\"Why is learner engagement important in adult literacy education?\",\"answer\":\"The article states that engagement plays a pivotal role in learner satisfaction, persistence, and achievement. It emphasizes that engagement affects retention and achievement, which are common challenges in adult literacy.\"},{\"question\":\"What challenges did adult literacy programs face when instruction moved online during COVID-19?\",\"answer\":\"It notes that the transition to online instruction introduced new engagement, retention, and academic success challenges. Practitioners cited low reading levels, limited digital literacy, and fear and anxiety as reasons learners might avoid online learning.\"}]","The Power of the Positive - Enhancing Online Student Engagement for Adult Literacy Learners | PDF",1792066588]