The upward spiral of adolescents' positive school experiences and happiness: Investigating reciprocal effects over time

Autor(en): Stiglbauer, Barbara
Gnambs, Timo
Gamsjaeger, Manuela
Batinic, Bernad
Stichwörter: Broaden-and-build theory; DISCRIMINANT VALIDITY; EMOTIONS; ENVIRONMENT; Happiness; HEALTH; LIFE SATISFACTION; Longitudinal; MAXIMUM-LIKELIHOOD; MISSING DATA; Psychology; Psychology, Educational; School experiences; SELF-DETERMINATION; Self-determination theory; Subjective well-being; WELL
Erscheinungsdatum: 2013
Herausgeber: PERGAMON-ELSEVIER SCIENCE LTD
Journal: JOURNAL OF SCHOOL PSYCHOLOGY
Volumen: 51
Ausgabe: 2
Startseite: 231
Seitenende: 242
Zusammenfassung: 
In line with self-determination theory and Fredrickson's (2001) broaden-and-build theory of positive emotions, this study adopts a positive perspective on students' school experiences and their general psychological functioning. The reciprocal effects of positive school experiences and happiness, a dimension of affective well-being, are examined over the course of an academic year. Data were collected from 215 secondary school students at 5 measurement occasions. The results of longitudinal cross-lagged structural equation modeling support the notion of an upward spiral of positive school experiences and happiness over time. Positive school experiences had a stable lagged effect on happiness, and, in turn, happiness had a lagged effect on future positive school experiences. (C) 2012 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.
ISSN: 00224405
DOI: 10.1016/j.jsp.2012.12.002

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