School Happiness Research Articles

‘Happiness education': A pedagogical-political commitment

The topic of ‘happiness education' has received considerable attention in recent years in educational discourse, not just in academia but also in the public sphere. This movement understands that there is a ‘widespread incidence of psychological harm caused by damage to the child's sense of self-worth’ (Smith (2008) The long slide to happiness. Journal of Philosophy of Education 42(3–4): 560), including damage done by the educational system, and as a response to this, it seeks to make use of ‘happiness education' to repair this damage. In the light of this, some commentators, such as Smith (2008), Suissa ((2008) Lessons from a new science? On teaching happiness in schools. Journal of Philosophy of Education 42(3–4): 575–590) and Cigman (2008 ) have criticised this ‘science of happiness' as being reductionist and not taking into account the richness of life. We join these commentators in criticising this approach to ‘happiness education' and refer to Paulo Freire's thought, arguing for a ‘rich conception of happiness' in education (cf. Cigman (2014) Happiness rich and poor: Lessons from philosophy and literature. Journal of Philosophy of Education 48(2): 308–322). This article is divided into two parts. Firstly, we argue that education should be understood as a political act and put forward a critical view of the simplistic notion of ‘happiness education'. Secondly, we present the topic of ‘happiness' in the works of Paulo Freire and Georges Snyders, who defended that we must strive for a fuller, richer understanding of ‘happiness' in education, bringing back the pleasure to teach and to study, and transform educational settings in places that strengthen and encourage ‘happiness' in our lives, especially of those who suffer outside the school or university.

예비유아교사의 기본심리욕구 및 자기조절전략과 학교행복감간의 관계

예비유아교사의 기본심리욕구 및 자기조절전략과 학교행복감간의 관계

중학교 스포츠클럽 참가자의 신체적 자기개념과 회복탄력성 및 학교행복감의 관계

This study is aimed at identifying the differences in the physical self-concept, resilience, and happiness in school of middle school sports club participants. The purpose of this study is to verify the correlation among their physical self-concept, resilience, and happiness in school. To accomplish the objective, students of middle schools located in South Chung-cheong province were established as the population in 2014. Among them, 450 students were selected with the convenience sampling method, taking into account their gender, school type, and academic performance. After a survey, 417 responses were selected for final analysis, excluding 33 based on the suitability. The findings are as follows. First, in terms of appreciation of resilience, physical self-concept influenced the sports competence. As for life satisfaction, it influenced their looks, physical activities, and self-esteem. Their cause analysis influenced their sports competence and flexibility. As for emotion regulation skills, it influenced their sports competence, looks, self-esteem, and flexibility. Second, in terms of peer and teacher relationship of happiness in school, physical self-concept influenced the looks and self-esteem. As for self-efficacy, it influenced their sports competence, looks, and self-esteem. As for emotional stability, it influenced their self-esteem. Third, in terms of peer relationship of happiness in school, their resilience influenced the emotion regulation skills and life satisfaction. As for their teacher relationship, it influenced their emotion regulation skills, cause analysis, and life satisfaction. As for self-efficacy, it influenced their emotion regulation skills, cause analysis, life satisfaction, and appreciation. Meanwhile, their emotional stability influenced their life satisfaction and appreciation.

The effects of parents’ academic-centered view of education on elementary school children’s school happiness and the sense of community: Focusing on the mediating effects of after-school participation

The effects of parents’ academic-centered view of education on elementary school children’s school happiness and the sense of community: Focusing on the mediating effects of after-school participation

A multilevel analysis of the relationship among student-teacher attachment, classroom climate, and school happiness of elementary students

A multilevel analysis of the relationship among student-teacher attachment, classroom climate, and school happiness of elementary students

Circles of Happiness: Students’ Perceptions of Bidirectional Crossovers of Subjective Well-Being

The mental well-being of the world’s adolescents has decreased in the last 20–30 years. Such a trend is visible also in Sweden, a country otherwise considered a positive example in terms of child well-being. In Sweden, students in lower secondary school are especially exposed. From a salutogenic orientation, this study qualitatively explored 200 Swedish students’ (grades 5–9) perceptions of the role of happiness in school. Students perceived happiness as both promoting and being promoted by five aspects: learning, school engagement, appreciation of subjects or lesson content, others’ happiness, and prosocial behavior. Hence, five perceived bidirectional crossovers of subjective well-being were found. These were compared to the findings of previous research about the determinants and effects of happiness. The students’ perceptions both add new direction for future research and align in several respects with decades of earlier research.

Acculturation, Economic Stress, Social Relationships and School Satisfaction Among Migrant Children in Urban China

Rural to urban migration has become a prominent phenomenon in China. In linking migration to children’s school trajectories, this mixed-methods study explored a range of cultural and contextual factors that contribute to Chinese children’s school wellbeing in the migratory process. The key variables included acculturative attitudes, economic stress, and relationships with family, teachers and peers. The study drew upon survey data from a sample of 301 Chinese migrant students (4th–9th grade) together with in-depth interviews involving ten selected students focusing on how migrant children’s school happiness and productivity are influenced by acculturation, economic hardship, and social relationships. The quantitative analysis indicated the critical role of integrative states in promoting school satisfaction and achievement. Migrant children with better social relations scored higher levels of hope, which in turn contributed to better school outcomes. Contrary to previous findings, economic stress did not hinder school outcomes for these Chinese migrant children, but appeared to act as a positive motivational factor for pursing academic success. The qualitative analysis echoed the quantitative findings, and provided further explanations for the complexity and particularity of these phenomena.

Effect of the School Forest Satisfaction on the School Happiness of High School Students

Effect of the School Forest Satisfaction on the School Happiness of High School Students

Domain-Specific Self-Concept in Relation to Traditional and Cyber Peer Aggression

Individuals who aggress against others have been described both as having overall low self-concept and as having high, inflated self-concept. The conceptualization of self-concept as domain specific provides an alternate means to resolving this controversy. In this study, 223 middle school students completed self-report measures assessing self-concept across six domains as well as engagement in peer aggression, including cyber aggression. Hierarchical regression analyses revealed that individuals who reported engaging in higher levels of traditional and cyber peer aggression reported significantly lower self-concept in the domains of behavioral adjustment, intellectual and school status, and happiness and satisfaction. Higher levels of traditional and cyber peer aggression were not significantly related to self-concept in the domains of popularity, physical appearance and attributes, and freedom from anxiety. Implications for research and practice are discussed.

아동이 지각한 부모의 기대와 자아존중감 및 성취동기가 아동의 학교 행복감에 미치는 영향

ABSTRACT A total of 378 4 th and 5 th grade elementary school students (194 boys and 184 girls) participated in a study investigating the direct and indirect effects (through self-esteem and/or achievement motivation) of children's perceptions of parental expectations on school happiness. First, parental expectations did not have a direct effect on children's levels of school happiness. Second, parental expectations did not have an indirect effect on children's school happiness through self-esteem. Children who perceived higher levels of parental expectations showed higher levels of self-esteem, but the path from children's self-esteem to school happiness was not significant. Third, parental expectations had an indirect effect on children's levels of school happiness through achievement motivation. Children who perceived higher levels of parental expectations showed higher levels of achievement motivation, and children with higher levels of achievement motivation reported higher levels of school happiness. Finally, parental expectations indirectly influenced children's school happiness through self-esteem and achievement motivation. These findings suggest that both

The Effects of Training Happiness on Student's Happiness in the Sari High School in Iran

The purpose of this study was to investigate the effectiveness of training happiness on school achievement at high school in Sari during 1390–1391 academic year. The research procedure was quasi experimental with pre-test, post-test design and a control group. The population includes the female students in Sari high schools. Statistical sample was 60 students who were selected through multi-stage sampling method. Participants were randomly assigned to two groups: 30 experimental group and 30control group. Members of the experimental group were given 25 sessions of happiness training. Members of the control group did not receive any training. The Instrument of the research was Oxford happiness inventory (OHI; Argyle, 2001). Mean score of the two groups were compared using Paired samples t test. Results indicated that there is a significant difference between the experimental and control groups showing the positive effect of happiness training on happiness.

Relationships of Perceived Maternal Emotional Expressiveness with Basic Psychological Needs and School Happiness for Korean Elementary Schoolers

Relationships of Perceived Maternal Emotional Expressiveness with Basic Psychological Needs and School Happiness for Korean Elementary Schoolers

영재학생과 일반학생의 성취목표지향성과 학업소진이 학교행복감에 미치는 영향

The main purpose of this study is to see the differences of the achievement goal orientation, academic burnout, and school happiness between gifted and general students, and also to explore the effects on school happiness of their achievement goal orientation and academic burnout. To resolve the above research questions, this study used questionnaire method to 256 1st grade middle school students and 84 gifted students enrolled in Daegu metropolitan city. All data were analyzed by SPSS WIN 19.0 program. The results of this study are as follows. First, mastery goal, performance-approach goal and performance-avoidance goal of the gifted students were higher than the general students'. Second, all sub-variables of academic burnout except hostility and total score of academic burnout of the gifted students were lower than the general students. On the other hand, all sub-variables of school happiness except relationship with friends and emotional stability and total score school happiness of the gifted students were higher than the general students. Third, this study revealed that the achievement goal and academic burnout explain considerable amount of students' school happiness. In other words, the disfavor and skeptical attitude of general students for the study hinder school happiness. Lastly, this study suggest that some program or consulting need to be administerd to change the affective attitude of students into positively. And also variety of counselling program or some instructions dealing with stress for gifted students since the exhaustion of gifted students affects considerably their school happiness.

An Educational Reflection on the Happiness in School

An Educational Reflection on the Happiness in School

Is Being “Smart and Well Behaved” a Recipe for Happiness in Western Australian Primary Schools?

Little is known about the relationship between students’ perceptions of their behaviour and intellectual statuswithin the classroom and their happiness. Educational practitioners consistently confront misbehaviour andacademic failure; whether this is an indicator of student happiness is unclear. In this exploratory research twohundred and fifty six students were asked to self-rate their happiness via a faces scale. These students alsocompleted a self-concept scale focussed on behavioural adjustment and intellectual and school status todetermine whether these were factors that impacted on their happiness. Additionally, parents and teachers ratedthe participant’s happiness. The findings of this research indicate that the students’ perceptions of their behaviourand academic capability accounted for variance in their self-rated happiness. Both sub-scales accounted for morevariance in the students’ self-reported happiness than the teachers’ and parents’ ratings. The findings of thisresearch are consistent with the few previous studies that attribute social factors such as belonging to childhoodhappiness.

A Study of the Relationship Between Principals’ Creativity and Degree of Environmental Happiness in Semnan High Schools

Problem Statement:Having schools with lack of happiness is one of major problems of education system. This issue has been rarely considered. There are many students with little stimulus, and elusive from school. This illusiveness is often hidden. The evidence shows that students’ lack of happiness will lead to deficiency in flourishing of intelligence, of creativity, and education achievements. Main question of the present research was how school principals would be able to create a happy school environment.Purpose of Study: The purpose of the study was to explore the relationship between principals’ creative behaviour and school happiness.Research Methods: The study used the descriptive (correlation) method of data collection. The participants in this study were 170 teachers at secondary schools in Semnan city. Two instruments were used to collect data. Both creativity of principals and school happiness were measured by a self-designed questionnaire. The data was analyzed by using the Pearson product-moment correlation technique, T-test, ANOVA and multiple regressions.Findings: A significant positive relationship was found between each of the four dimensions of creativity (Initiating, Flexibility, Motivation, Endure) and schools’ happiness. Multiple regression analysis indicated that dimensions of creativity are significant predictors of schools’ happiness.Conclusions: Happy schools present students a happy life. Creating such a happy environment is but possible by school principals’ creativity. Creative, flexible, motivated and suffering principals are able to provide happy environment in schools. Increasing lights in the classrooms, a well designed and applicable heating and cooling system, applying happy and light colours on the yard walls and classroom doors and windows, light colours for students and teachers desk, and a fresh green area will all improve happiness and will make schools attractive. Providing happiness in school will lead to better motivations among students and will indirectly influence their effectiveness.

Happiness for our kids in schools: A conceptual model

Since we know happiness, motivates individual activities, raises awareness, strengthens creativity and facilitates social relationships. So happiness is the important key in educational system, but not a clear program exists for creating happiness for the students in schools. The purpose of this study was try to present a conceptual model for creating happiness in Iranian elementary schools that through review of literature and previous studies, was presented. Four major categories were defined in this respect, namely: phisical, social-emotional, individual and instructional factors. Further study is suggested to examine the degree to which these categories are implemented in schools.

Perceptions of People and Place

This article investigates the impact of different school models (middle school, K-8, and the UK secondary) on young adolescents' perceptions of their school climates. In particular, it analyzes the importance of people and place in the positive and negative attitudes that middle-level students develop about their schools. Based on mixed-method longitudinal research conducted during the 2004-2005 academic year, the study finds that 11- to 12-year-old students' happiness in school is most influenced by their peers, followed by the relationship with teachers. The study also reveals negative implications for students in large, crowded, control-oriented middle schools. On the other hand, it also reveals how larger secondary schools (found in the United Kingdom) include programmatic qualities to promote young adolescents' comfort level in large schools. Effective transition programs in particular can mitigate the negative qualities of large, urban, low socioeconomic status school settings by assisting with student comfort and lessening the feeling of anonymity.

Lessons from a New Science? On Teaching Happiness in Schools

Recent media reports about new programmes for ‘happiness lessons’ in schools signal a welcome concern with children's well-being. However, as I shall argue, the presuppositions of the discourse in which many of these proposals are framed, and their orientation towards particular strands of positive psychology, involve ideas about human life that are, in an important sense, anti-educational.

Genetic and Environmental Influences on Self-Concept in Female Preadolescent Twins: Comparison of Minnesota and Seoul Data

AbstractIt has been argued that culture significantly influences the developmental basis of self-concept. The goal of the present study is to compare the relative importance of genetic and environmental factors to explain individual differences in various dimensions of self-concept in female preadoles- cents of Minnesota in the United States and Seoul in South Korea. Two hundred and eighteen monozygotic (MZ) and 137 dizygotic (DZ) twin pairs from the Minnesota Twin Family Study (MTFS) and 74 MZ and 42 DZ twin pairs from the Seoul Twin Family Study (STFS) completed the 6 cluster scales of the Piers–Harris Children's Self-Concept Scale (P–H). The 6 cluster scales of the P-H include Popularity, Physical Appearance and Attributes, Behavior, Intellectual Competence and School Status, Anxiety, and Happiness and Satisfaction. Univariate model- fitting analyses were performed. In both samples, a model incorporating shared and nonshared environmental influences fitted the data best for Popularity, Anxiety, and Intellectual Competence and School Status, whereas a model including additive genetic and nonshared environmental factors provided the best fit for Physical Appearance and Attributes, and Behavior. The univariate model did not yield an adequate fit for Happiness and Satisfaction. For Physical Appearance and Attributes, and Intellectual Competence and School Status, estimates of additive genetic and environmental factors were significantly different between the MTFS and the STFS samples. For Popularity, Anxiety, and Behavior, however, the genetic and environmental estimates were comparable between the two samples.