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Examining Well-Being in School Context: Weekly Experiences of Pupils and Teachers (Work In Progress report)

The present study seeks to investigate the determinants and intercorrelations between teachers’ and pupils’ well-being and motivation in school context. Based on self-determination theory (SDT ; Gagné et al., 2010) and job demands-resources theory (JD-R ; Bakker & Demerouti, 2014), we hypothesize that (a) teachers' self-concordant motivation and work-related well-being, and pupils’ school-related well-being fluctuate on a within-person level, (b) these fluctuations in teachers’ and pupils’ well-being are positively related, and (c) there is an upward spiral between teachers' and pupils' motivation and work/school-related well-being on a within-person level. A quantitative weekly diary methodology is employed. Participants are primary school pupils and their teachers from six European countries.

teachers’ work-related well-being; self-concordant motivation for work; pupils’ well-being; diary study

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