Abstract
This study explores the structural relationship between multiliteracy, academic self-efficacy, and the happiness flourishing of elementary, middle, and high school students. This study aimed to examine the differences in these structural relationships among elementary, middle, and high school groups. To achieve the purpose of the study, the survey results of 1,396 school-aged students were analyzed using SPSS 29.0 and AMOS 26.0. As a result of the analysis, first, technostress, multi-literacy, and academic self-efficacy had a statistically significant effect on the happiness of elementary, middle, and high school students. In other words, it was found that techno overload, communication literacy, academic efficacy, and self-confidence positively affected positive emotions. Second, there was a statistically significant difference in happiness, technostress, multi-literacy, and self-efficacy perceived by elementary, middle, and high school students. Implications were presented according to these results.
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