The main purpose of the present study was to investigate whether there is a crossover effect from teacher’s general (trait-level) work engagement to their pupils’ weekly positive affect in school and to examine whether pupils’ weekly autonomous motivation for school functions as an underlying mechanism that may explain this crossover effect. Building upon the self-determination theory and the emotion contagion theory, we argue that teachers’ general work engagement can be a strong resource for pupils, which can foster their psychological investment and interest in school-related activities, skills, and tasks (i.e. autonomous motivation), and, in turn, their positive affect. To test our hypotheses, we employed a weekly diary methodology by following 50 teachers and their 916 pupils in six different countries for three consecutive work weeks, which yielded 2735 reports from pupils and their teachers. The results of multilevel modeling provided support for the shypothesised research model. When teachers were generally more engaged in their work, their pupils reported more weekly positive affect in school, and this positive crossover effect was mediated by pupils’ weekly autonomous motivation for school. These findings extend current literature by revealing the potential underlying mechanism that can explain how teachers’ work engagement transmits to pupils’ positive affect in school.

本研究的主要目的是调查教师的一般（特质水平）工作投入与学生每周在学校的积极影响是否存在交叉影响，并检查学生每周对学校功能的自主动机是否是基础可以解释这种交叉效应的机制。基于自决理论和情绪传染理论，我们认为教师的一般工作投入可以成为学生的强大资源，可以促进他们的心理投入以及对学校相关活动，技能和任务（即自主性）的兴趣。动机），进而产生积极影响。为了检验我们的假设，我们采用了每周日记的方法，追踪了六个不同国家/地区的50名教师及其916名学生，连续三个工作周，从学生及其老师那里获得了2735份报告。多级建模的结果为假冒的研究模型提供了支持。当教师通常更多地从事工作时，他们的学生报告每周在学校的积极影响更大，而这种积极的交叉效应是由学生每周的自主上学动机所调节的。这些发现通过揭示潜在的潜在机制来扩展当前的文献，该机制可以解释教师的工作投入如何传递给学生在学校的积极影响。这种积极的交叉效应是由学生每周的上学自主动机来调节的。这些发现通过揭示潜在的潜在机制来扩展当前的文献，该机制可以解释教师的工作投入如何传递给学生在学校的积极影响。这种积极的交叉效应是由学生每周的上学自主动机来调节的。这些发现通过揭示潜在的潜在机制来扩展当前的文献，该机制可以解释教师的工作投入如何传递给学生在学校的积极影响。