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153 werden. Die Clusteranalysen erlangen deshalb besondere Bedeutung, da auch typische Fälle im Sinne von Einzelfallanalysen untersucht werden können. Literatur Bailey, Thomas H./Phillips, Lisa J. (2016): The influence of motivation and adaptation on students’ subjective well-being, meaning in life and aca- demic performance. In: Higher Education Research & Development 35, 2, S. 201-216. Larson, Reed/Csikszentmihalyi, Mihaly (2014): The Experience Sampling Method. In: Csikszentmihalyi, Mihaly (Hrsg.): Flow and the Foundations of Positive Psychology. The Collected Works of Mihaly Csikszentmihalyi. Dordrecht: Springer Netherlands, S. 21-34. Renaud-Dubé, Adréanne et al. (2015): The relations between implicit intelli- gence beliefs, autonomous academic motivation, and school persistence in- tentions: A mediation model. In: Social Psychology of Education 18, 2, S. 255-272. Ryan, Richard M./Deci, Edward L. (2017): Self-Determination Theory. Basic Psychological Needs in Motivation, Development, and Wellness. New York: Guilford Press. Ryan, Richard M./Deci, Edward L. (2000): Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions. In: Contemporary Educational Psychology 25, S. 54-67. Taylor, Geneviève et al. (2014): A self-determination theory approach to pre- dicting school achievement over time: The unique role of intrinsic motiva- tion. In: Contemporary Educational Psychology 39, 4, S. 342-358.