Profil

Aktuelle Kontaktdaten

Dr. Landberg, Monique

Akademische Mitarbeiterin; Forschungszentrum für Bildungsinnovation und Professionalisierung
Fakultät 1 - Pädagogische Psychologie

Monique.landberg[at]ph-weingarten.de

Projekte

Publikationen

Alle 2025 2024 2023 2022 2021 2019 2018

ArtikelOpen Access · CCPeer ReviewEnglisch

Interplay of intrinsic motivation and well-being at school.

Grassinger, R., Landberg, M., Määttä, S., Vasalampi, K. & Bieg, S. (2024). Interplay of intrinsic motivation and well-being at school. Motivation and Emotion, 2024.

DOIhttps://doi.org/10.1007/s11031-024-10057-2
StichworteIntrinsic motivation · Subjective well-being · Self-determination theory · Secondary school · Cross-lagged panel model

Abstract

Feeling well at school is crucial for both young people’s healthy self-development and their intrinsic learning motivation.
Both concepts, subjective well-being and intrinsic motivation, are central to self-determination theory, but their reciprocal
relationship is not studied very well. We hypothesized that the concepts affect each other directly: Students who are intrinsically
motivated feel well at school due to positive emotions and the strive for understanding the learning content, which is
an intrinsic motivation immanent. Beyond, students who feel well at school are intrinsically motivated, because subjective
well-being represents an intrinsic value of the learning situation. This hypothesis is tested using a sample of 773 secondary
school students (mean age: 12.7 years, SD = 1.8), who were answering questionnaires at the beginning (T1), at mid (T2)
and at the end (T3) of a school year. The data were analyzed using a cross-lagged panel model. The results gave evidence
on cross-lagged effects and an indirect effect from subjective well-being to intrinsic motivation to subjective well-being.

PDF

ArtikelOnlinePeer ReviewEnglisch

Publication Preview Source Interplay of intrinsic motivation and well-being at school

Grassinger, R., Landberg, M., Määttä, S., Vasalampi, K. & Bieg, S. (2024). Publication Preview Source Interplay of intrinsic motivation and well-being at school. Motivation and Emotion, 2024.

Abstract

Feeling well at school is crucial for both young people’s healthy self-development and their intrinsic learning motivation. Both concepts, subjective well-being and intrinsic motivation, are central to self-determination theory, but their reciprocal relationship is not studied very well. We hypothesized that the concepts affect each other directly: Students who are intrinsically motivated feel well at school due to positive emotions and the strive for understanding the learning content, which is an intrinsic motivation immanent. Beyond, students who feel well at school are intrinsically motivated, because subjective well-being represents an intrinsic value of the learning situation. This hypothesis is tested using a sample of 773 secondary school students (mean age: 12.7 years, SD = 1.8), who were answering questionnaires at the beginning (T1), at mid (T2) and at the end (T3) of a school year. The data were analyzed using a cross-lagged panel model. The results gave evidence on cross-lagged effects and an indirect effect from subjective well-being to intrinsic motivation to subjective well-being.

PDF