LAUSR

Abstract Based on the Conservation of Resources theory (COR) and the Job Demands-Resources theory (JD-R), we propose a model in which intrinsic motivation mediates the relation between teacher's support and study-related well-being (engagement, burnout, and boredom). We tested the model in two different ways, with two different samples. 377 High School students and 322 University students completed questionnaires at the beginning (T1), the middle (T2), and at the end of the second semester (T3). The proposed model was fully supported by the cross-sectional analysis of data collected in the first wave. However, analysis of the longitudinal data revealed that, while intrinsic motivation mediated the relationship between teacher's support and student well-being in the high school sample, in the case of university students, intrinsic motivation mediated only the path from teacher's support to student burnout. The study shows that accumulation of resources across the semester predicts engagement at the end of the semester, and lack of resources predicts burnout and boredom among students. Also, increasing and encouraging supportive behaviors from the teachers in high school can positively impact study-related well-being.