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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 3 months 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.

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 3 months 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.