Citation

Stiglbauer B, Gnambs T, Gamsjäger M, Batinic B. J. Sch. Psychol. 2013; 51(2): 231-242.

Affiliation

University of Linz, Austria. Electronic address: barbara.stiglbauer@jku.at.

Copyright

(Copyright © 2013, Society for the Study of School Psychology, Publisher Elsevier Publishing)

DOI

10.1016/j.jsp.2012.12.002

PMID

23481087

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.

Language: en