Happiness Education Research Articles

The Effect of a Happiness Education Program on the Expressed Emotion and Quality of Life of Mothers of Children with Autism Spectrum Disorder.

The mental health of the parents of Autism Spectrum Disorder (ASD), particularly the mothers, is poor due to the severity and complex nature of this condition, and they encounter numerous issues. This investigation aimed to determine whether happiness education affected mothers of children with ASD's Expressed Emotions (EE) and Quality of Life (QoL). A total of 70 mothers of children with ASD aged 3 to 13 years participated in this clinical trial study research. The experimental group received the Fordyce happiness training program once every 6 weeks via WhatsApp. In three stages, data were collected using a demographic form, the Family Questionnaire (FQ), and the World Health Organization Quality Of Life Instrument, Short Form (WHOQOL-BREF) (before the intervention, immediately afterward, and 1 month later). In the Statistical Package for Social Sciences (SPSS) software, the acquired data were analyzed using independent-sample t-tests, Chi-square tests, and repeated-measures Analysis of Variance (ANOVA). There was no significant difference in EE and QoL mean scores between the two groups before the intervention, but after, the intervention group's mean score of EE (20.91 (4.355)) was substantially lower than the control group's (44.74 (4.77)) (p < 0.001). In comparison, the intervention group's mean score of QoL and its dimensions was more significant than the control group's (p < 0.001). Given the efficacy of the happiness education program in reducing EE and enhancing QoL in mothers of children with ASD, such treatment strategies should be developed and used.

The Power of Happiness in Education Starts with Exemplary Teachers: Exploring the Strengths and Mental Health of Elementary School Teachers

&lt;p&gt;過去研究發現強項與主觀幸福感有顯著正相關，也是增進幸福感的主因。然而，國內教師群體強項與心理健康的探討仍是研究的缺口，故本研究旨在探討國小教師強項與心理健康之現況。研究分為兩部分，研究一以三量表（成人強項量表、生活滿意度量表、壓力知覺量表）進行測驗，對象為高雄市某國小35位教師，研究二請全體教師進行同儕互評，以被票選為幸福典範之前3名教師作為訪談對象，及邀請其好友各1位，共6位。研究結果：（一）全體教師前三名強項為「感恩」、「判斷力」、「同理」，而前三名較弱之強項則為「寬恕」、「自我控制」、「利他」；生活滿意度量表平均分數處於尚且滿意，壓力知覺量表量表分數則屬於壓力偏大之範圍。（二）不同於全體教師，幸福典範教師最高分強項為「創造力」及「愛」。（三）幸福典範教師與一般教師之不同特點可編碼為五個主類目。同時針對國小教師如何提升心理健康之發展與應用提出建議。&lt;/p&gt; &lt;p&gt;&amp;nbsp;&lt;/p&gt;&lt;p&gt;This study aims to explore the current situation of strengths and psychological health among elementary school teachers. In Study 1, three scales (Adult Strengths Scale, Life Satisfaction Scale, and Perceived Stress Scale) were used to test 35 teachers from a primary school in Kaohsiung City. In Study 2, all teachers were asked to conduct peer evaluations, and the top 3 teachers selected as happiness exemplars were interviewed. Results: (1) The top three strengths of all teachers were &amp;ldquo;gratitude,&amp;rdquo; &amp;ldquo;rigorous judgment,&amp;rdquo;and &amp;ldquo;empathy,&amp;rdquo; while the weakest strengths were &amp;ldquo;forgiveness,&amp;rdquo; &amp;ldquo; self-cont rol, &amp;rdquo; and &amp;ldquo; loyalty. &amp;rdquo; The average score on the Life Satisfaction Scale was still satisfactory. (2) Unlike all teachers, the highest-scoring strengths of the happiness exemplar teachers were &amp;ldquo;creativity&amp;rdquo; and &amp;ldquo;love.&amp;rdquo; (3) The different characteristics between happiness exemplar teachers and general teachers can be categorized into five main themes. Suggestions are also provided for enhance psychological health among elementary school teachers.&lt;/p&gt; &lt;p&gt;&amp;nbsp;&lt;/p&gt;

Analysis on the management strategy of happiness education based on human-oriented care

This study aims to explore happiness education management strategies for engineering students based on person-centered care. The research adopts a mixed-methods approach, combining quantitative and qualitative research. In the quantitative phase, a sample of 300 engineering students is recruited through a questionnaire survey. In the qualitative phase, 15 engineering students participate in semi-structured interviews, and 2 focus groups are conducted. The research results indicate differences among engineering students in dimensions of happiness, such as positive emotions, self-satisfaction, social support, and academic satisfaction. The application of person-centered care in happiness education has a positive impact on students’ learning motivation, emotional identity, and self-satisfaction. Additionally, current happiness education management strategies have achieved certain results in emotional management and social support but still have room for improvement in personalized support and care. Strategies based on person-centered care show significant advantages in multiple dimensions, comprehensively meeting the emotional and social needs of engineering students and enhancing their happiness levels. The findings of this study highlight the crucial role of person-centered care in happiness education for engineering students. It is recommended to strengthen the integration of person-centered care principles, provide diversified emotional management support, enhance the construction of social support networks, develop personalized happiness education plans, and continually assess and improve the effectiveness of strategies. These recommendations will contribute to optimizing happiness education management for engineering students, promoting their comprehensive development and growth.

A System Construction of the Happiness Education Content by Marxist Methodology

A System Construction of the Happiness Education Content by Marxist Methodology

The Application of Positive Psychology in Happiness Education for Middle School Students

The Application of Positive Psychology in Happiness Education for Middle School Students

문화역사적 활동이론 관점에서 마을교육공동체 활동 분석과 활성화 방안

Objectives The purpose of this study is to analyze the process of creating, continuously growing, and evolving vil-lage schools in Gyeongnam Innovation City. Therefore, this study aims to analyze the activity system of village schools, based on Engestöm's Cultural Historical Activity Theory, and to study the growth and change of village schools which arose from the process of resolving contradictions.&#x0D; Methods We conducted a literature research, in-depth interviews, and participant observation, and analyzed the activity system based onEngestöm's Cultural Historical Activity Theory. Two in-depth interviews were conducted first with all village teachers at S village school and secondly with key managers among village teachers.&#x0D; Results The results of analyzing the village school's activity system from the perspective of cultural-historical ac-tivity theory are as follows. The five-year activity period of the village school is largely divided into two periods ac-cording to the contradictions and differences of the subject, tool, and object of the activity system. The main con-tradiction came from the difference in the individual situation and activity of the village teachers, and the differ-ence in perception between the village teachers who watched the identity and activity of the village school. The contradictions that appeared in the tool began with the practical difficulties of recruiting students, leading to two conflicting opinions: one to expand to resident participation activities and one to focus on student-centered activities. The contradictions in the community elements were expressed as the community's lack of under-standing of the village school, the absence of governance, and the uncertainty of financial support for the public offering project. The factor that led to the occurrence of expanded learning by overcoming major contradictions was that through continuous formal and informal meetings such as general meetings and teacher learning centers within the village, emotional intimacy was formed between village teachers and relationships expanded, thereby overcoming contradictions and conflicts. It appears that a new activity system has been creatively created.&#x0D; Conclusions In the results of this study, the elements necessary for the sustainability of village schools and vital-ization of village educational communities are as follows. First, it is a democratic communication structure and continuity of learning within the members. Second, the direction and activities of the village school can change, and this must be discussed and agreed upon with the village school members. Third, it is necessary to expand the range of contact with residents in the village and to have a network with the community in the village. Finally, it shows the need for the role and support of the Happy Education District and local governments in the formation of public, government, and academic governance for sustainable activities.

Harnessing Happiness in Education: Fostering Youth Leadership

Happiness in learning and fostering youth leadership go hand in hand, as both are essential components of personal and societal growth. By considering happiness in learning that fosters the leadership of youth, some happy teaching factors have identified. Keeping this scenario in the mind of the objective of the present study was conducted to how much the happy teaching factors contribute in students’ happy learning in Kendriya Vidyala, Jawahar Navodaya Vidyala, Government, Aided and Unaided secondary schools of Shivamogga district of Karnataka State. The sample of the study consisted of 400 students from 9th standard and research technique such as percentage analysis was adopted to find out the results of the study. The results of the present study showed that among 400 students about 57.5% (230) (High) about 40.4% (162) (Average), and about 2.1% (8) (Low), among 40 students of Kendriya Vidyalaya School about 52.5% (21) (High), about 40% (16) (Average) and about 7.5% (3) (Low), among 40 students of Jawahar Navodaya Vidyalaya School about 57.5% (23) (High), about 37.5% (15) (Average) and about 5.0% (2) (Low), among 120 students of Government Secondary Schools about 59.2% (71) (High), about 39.1% (47) (Average) and about 1.7% (2) (Low), among 80 students of Aided Secondary Schools about 60% (40) (High), about 37.5% (30) (Average) and about 2.6% (2) (Low), among 120 students of Unaided Secondary Schools about 55.9% (67) (High), about 37.5% (45) (Average) and about 6.6% (8) have opined that happy teaching factors contribute their happy learning. This paper also makes a few suggestions to the government, policymakers, schools, and teachers that happy teaching factors contribute to fostering youth leadership for the holistic development of young individuals.

A study on the relationships between playfulness, physical self-efficacy, and school happiness among middle school students participating in "0th-period physical education class" in South Korea.

The purpose of this study is to create a scientific basis for the establishment of "0th-period physical education class" activities in schools in the future, with the expectation that the associations of morning exercise can be activated in the Korean educational community. To achieve this goal, the present study aimed to determine the relationship between the playfulness experienced during the early morning exercise of middle school students and their physical self-efficacy and education for happiness. To examine the model, questionnaires were collected from 296 middle school students located in Seoul and Gyeonggi-do, South Korea. Correlation analysis and standard multiple regression analysis were performed to analyze the data using the SPSS 21.0. The findings were as follows: First, the playfulness of the middle school "0th-period physical education class" had a significant effect on physical self-efficacy. Second, playfulness had a significant effect on education for happiness. Thirdly, physical self-efficacy was found to have a significant effect on education for happiness. Based on the results of this study, we suggest that a "0th-period physical education class" with various activities should be held during the legally required time in South Korea.

A Survey on the Application of Game Teaching Method in English Teaching of Primary School: A Case Study of a Primary School in Our Local City

The game based teaching method is specifically aimed at assisting English teaching, communicating in English, and widely used in English classrooms or extracurricular activities. Compared with Chinese, primary school students lack a certain language environment for English learning and do not have a true understanding of English learning. Therefore, English teachers should use games to mobilize students’ enthusiasm for learning, and follow the basic principle of “happy teaching” to adapt to students’ development. However, there are still many problems with game teaching methods in English teaching. This thesis wants to explore the current situation of the application of games in English teaching and research its countermeasures, so that more front-line teachers can benefit from it.This study is based on Piaget’s cognitive development theory and happiness education theory. By using the methods of questionnaire survey and interview, this paper delves into the current application status, existing problems, and cause analysis of game teaching methods in primary school English classrooms. And the study summarized the shortcomings of current primary school English teachers in the application of classroom game teaching methods.It is found that the main problems are: in ordinary classes, the use of game-based teaching methods is still relatively limited; students’ game goals are unclear and cannot be applied to practice; the class is chaotic; and all students cannot participate in the game.The study suggests that the teacher enrich the theoretical knowledge of game teaching methods and strengthen their application. Schools can provide training for teachers at appropriate times, or regularly order publications or books related to games. Teachers can also learn more from successful game application cases to improve the application ability of game teaching methods. For the student group, research suggests that students clarify the purpose of games and enable them to understand the true intention of the teacher in using games in the classroom. Secondly, it is necessary to strengthen students’ classroom discipline.Through in-depth exploration of the practice of game teaching methods in primary school English classrooms, it has reference value for primary school English teachers to correctly and effectively implement game teaching methods, and has profound significance for better implementing game teaching methods in primary school English classrooms.

Entrepreneurship Education for Gross National Happiness in Bhutan

The Buddhist Kingdom of Bhutan enjoys global fame for its pursuit of GNH (Gross National Happiness) as an alternative model of development. An increase in youth unemployment has made Bhutan look to entrepreneurship as a possible solution, prompting a need for entrepreneurship education. But what could entrepreneurship education look like in a context where policies and culture promote simple living and contentment, are cautious with regard to cultural change, and seek to constrain wealth accumulation of private sector entrepreneurs? This essay offers a number of suggestions for entrepreneurship education guided by GNH principles. The essay concludes by discussing what Western cultures can learn from GNH infused entrepreneurship education.

Teaching Physical Education for Happiness and Well-Being

Teaching Physical Education for Happiness and Well-Being

Designing a Native Happiness Education Package and Examining its Effectiveness on Grit, Hope, Self-Control, Resilience and Academic Procrastination in High School Students

Designing a Native Happiness Education Package and Examining its Effectiveness on Grit, Hope, Self-Control, Resilience and Academic Procrastination in High School Students

Happiness, politics and education reform in South Korea: building ‘happy human capital’ for the future

ABSTRACT There has been a growing tendency to use humanistic and utopian goals in the naming and framing of education policies. The case of the Happiness Education Policy (HEP) in South Korea is illustrative and demonstrates the potential of such framing, combined with references to external authorities, to neutralise domestic opposition and generate support from diverse national stakeholders. The HEP focuses on nurturing ‘happy human capital’ for the future through education initiatives such as the Free Semester/Year Initiative, character education, STEAM-based curriculum, and software education. Through an analysis of a corpus of policy documents and press releases, this article demonstrates how happiness, as a floating signifier, has been redefined in ways that align and support the different sociotechnical imaginaries envisioned by political regimes over the past decade which depart from its humanistic focus.

Entrepreneurship Education for Gross National Happiness in Bhutan

The Buddhist Kingdom of Bhutan enjoys global fame for its pursuit of GNH (Gross National Happiness) as an alternative model of development. An increase in youth unemployment has made it look at entrepreneurship as a possible solution. What would entrepreneurship education look like in a context where policies and culture promote simple living and contentment, are cautious with regard to cultural change, and seek to constrain wealth accumulation of private sector entrepreneurs? This essay offers a number of suggestions for entrepreneurship education guided by GNH principles in the service of “Gross National Happiness entrepreneurship”. The essay concludes by discussing what Western cultures can learn from GNH infused entrepreneurship education.

Constructing a Transformative Sustainability Pedagogy: Teacher Empowerment for a Sustainable Future

Abstract The article demonstrates an action research approach for constructing Transformative Sustainability Pedagogy (TSP) to empower teachers for a sustainable future. The starting point for the TSP was a Transformative Education for Gross National Happiness (GNH) teacher action research project in Bhutan (2010–2013) – a collaboration between the author, co-researcher and the Royal Education Council. Two Leadership Training Courses (LTC) were developed for teachers from seven schools based on critical/transformative pedagogy. The aim of the courses was to empower the teachers to carry out action research to infuse their schools with GNH principles and practices. The project concluded in 2013, and the results showed that the LTC transformative pedagogy and action research approach had successfully empowered teachers to act and promote GNH in their schools. Nine years on, the author re-analyzed the project data to identify the empowering pedagogical principles and construct TSP grounded in ecological principles and values.

Edukasi Kebahagiaan Sejati dalam Penyelenggaraan Haji di Tengah Pandemi

The research intends to describe true happiness education in organizing Hajj in the midst of a pandemic. The article is the result of qualitative research from literature data, the results of the research show: that happiness is a concept that refers to the positive emotions felt by individuals and the positive activities they like. Even though the Covid-19 pandemic has overshadowed the implementation of the Hajj, everyone in the pilgrimage must develop positive feelings. That way he can feel true happiness. True happiness can be achieved when a person knows himself, knows God, knows the world, and knows the hereafter. It is not something that comes suddenly, but through continuous effort. At least five aspects of the source of true happiness, namely: 1) establishing positive relationships with other people, 2) focusing on something that is done, 3) finding meaning in everyday life, 4) positive emotions, 5) resilience. The implications of research on the need to think positively in response to all circumstances, being the core of the continuity of happiness requires more focused research. Research suggests that Hajj organizers refresh congregations about true happiness.

Happiness Education: International Use of Floating Signifiers in Education Policy

본 연구는 정책 전이 및 차용 이론에 근거하여 박근혜 정부의 ‘꿈과 끼를 키우는 행복교육 을 중심으로 정책 명칭과 관련된 언어의 의도적 오용 현상에 대해 분석하였다. 행복교육의 경우 OECD가 인도적 전환(humanitarian turn)을 시도하며 2012 국제 학업성취도 평가 (PISA)에 처음 도입한 행복 및 웰빙 문항들로 구체화되어 전이 되었다. 대한민국 학생들의 낮은 삶의 만족도에 대한 사회적 논란과 북유럽 교육에 대한 환상이 ‘대선’이라는 이벤트와 결합해 ‘행복 교육 이라는 대안으로 차용되었다. 최근 OECD에서는 ‘행복 및 ‘웰빙 이라는 용어들이 교육 성과의 척도를 넘어서 미래 우수 인력이 필수적으로 지녀야할 자질 및 역량으로 강조되는 등 인도적 전환의 색채가 지워지고 있다. 현 문재인 정부에서도 자유학년제 등 이전 정부의 행복교육 기조 아래 등장했던 정책과제들이 계속해서 이어지고 있으나, 기존 ‘행복 이라는 수식어는 미래, 혁신, 공정, 평등 등 새로운 용어로 변화하였다. 그러나 행복교육과 마찬가지로, ‘혁신 , ‘미래 등의 용어가 의미하는 바에 대해서는 의미가 불분명하여 해석 및 사용이 자의적으로 이루어지고 있다. 본 연구는 이런 수식어들이 교육정책 도입을 정당화하는 하나의 ‘부유 기표 (floating signifier)로 작용하고 있으며, 이와 같은 언어의 의도적 오용 현상은 암묵적인 양당의 합의 (bipartisanship)로 강화되었음을 밝혔다.

Implementations of new generation engineering ethics in education and industry for social happiness: A macroscopic overview from Turkey to World

Implementations of new generation engineering ethics in education and industry for social happiness: A macroscopic overview from Turkey to World

행복교육을 위한 윤리상담 기술

윤리교육의 윤리기술은 인간의 마음 구조인 심리를 다루는 기술과 인간관계를 형성하는 상담기술을 필요로 한다. 윤리교육이라는 것도 자신의 행복한 삶과 타인의 행복함을 지향하기 때문이다. 본 연구에서는 행복과 거리가 멀다고 느껴지는 장애적 요소들의 윤리상담 기술에 대하여 다루고자 한다. 먼저, 교사와 학생의 인간관계를 잘 형성할 수 있는 윤리상담 기술에 있어 성격심리의 이론들을 살펴보고, 다음으로는 우선적으로 윤리교사가 갖추어야할 윤리상담 기술의 관계형성능력과 소통능력에 대하여 문헌비교연구(literature comparison study), 사례분석을 통한 질적연구(qualitative research)를 연구방법으로 한다. 윤리상담 기술의 소통능력으로서 인간관계 형성능력의 요소별 소통기술 향상에 연구의 목적을 둔다.

The ambiguity of happiness education in the context of positive education: A critical analysis

The article aims to analyze the place and significance of happiness in educational discourse. The analysis reveals ambivalence of happiness education, following positive education patterns. The ambivalence stems from the fact that happiness is narrowed down to the first component of the following dichotomies: subjective/objective, active/passive, individual/social. As we explain in our article, such clipped happiness education may involve the following consequences: necessitating ‘therapeutic education’ for students; neglecting matters of social justice; imposing ideas of happiness on a child through ideological indoctrination. Yet, we can conclude that the dual potential of positive education methods makes it possible to offset the above and other adverse consequences of the promoted idea of happiness.