Motivated and feeling good? Reciprocal relations between motivational regulation and student well-being over one semester

von der Mülbe, S.; Stockinger, K.; Scheunemann, A.; Kegel, L. S.; Fleischer, J.; Leutner, D.; Wirth, J.; Grunschel, C.; Dresel, M.

Abstract

While prior research shows that motivational regulation (MR) predicts study motivation and academic success, its relations with students' subjective well-being (SWB) are not yet well understood. It can be theoretically assumed that MR and SWB are reciprocally linked over time, but longitudinal evidence is lacking. To advance our understanding of these associations, we conducted a three-wave longitudinal study with 527 university students across one semester. We included frequency of strategy use, situation-specific fit, and application quality as MR components. Results from cross-lagged panel analyses indicate that high SWB serves as a resource for applying MR strategies frequently and with a high quality, while situation-specific fit and application quality can boost SWB over time. These findings provide insight into the interplay between MR and SWB over time, illuminate the role of SWB as a MR precondition, and can help to develop support measures fostering study success and health in higher education.