| Literature DB >> 23481087 |
Barbara Stiglbauer1, Timo Gnambs, Manuela Gamsjäger, Bernad Batinic.
Abstract
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.Mesh：
Year: 2013 PMID： 23481087 DOI： 10.1016/j.jsp.2012.12.002
Source DB: PubMed Journal: J Sch Psychol ISSN： 0022-4405