The role of happiness components in educational performance and self-esteem in primary high school's female students of Shiraz Education district 4 in the academic year 1394-1395

Abstract

The main purpose of available research is to determine the role of happiness components in educational performance and self-esteem of primary high school female students of Shiraz education district 4 in the academic year 1394-1395. The research method is survey-descriptive and correlational. The research statistical community was including all primary high school female students of 4 district Shiraz, 6000 persons. 354 persons was chosen accidently according to MORGAN table. To achieve this purpose, the multi stage cluster sampling was used. The tools have been used in the research are rejuvenating certain questionnaire and also standard questionnaires for determining the educational performance and self-esteem. After presenting the experts opinions and redundancy the validity content was reported respectively by the happiness questionnaire 0.86, the educational performance questionnaire 0.79, and the self-esteem questionnaire 0.85. The results achieved by hypothesis test shows that happy schools are not effective on students’ educational performance significantly. The autocratic management method is effective on the students’ educational performance. The personal factors, educational factors, socio-cultural factors, skeletal factors, the participatory management method were not effective on students’ educational performance. The hypothesis also shows that the autocratic management method can predict the educational performance variable compared to other components. Finally, the hypothesis shows that the participatory management method and autocratic management method are effective on students' self-esteem and other components are not effective on self-esteem and the independent variable of autocratic management method, participatory management method and educational factors can predict self-esteem significantly.