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.
| Original language | English |
|---|---|
| Pages (from-to) | 231-242 |
| Number of pages | 12 |
| Journal | Journal of School Psychology |
| Volume | 51 |
| Issue number | 2 |
| DOIs | |
| Publication status | Published - Apr 2013 |
Fields of science
- 501001 General psychology
- 501003 Occupational psychology
- 501004 Differential psychology
- 501 Psychology
- 501016 Educational psychology
- 501021 Social psychology
- 501020 Legal psychology
- 508007 Communication science
- 508009 Media research
JKU Focus areas
- Management and Innovation
- Social Systems, Markets and Welfare States
- Social and Economic Sciences (in general)