Children’s and Adolescents’ Happiness Conceptualizations at School and their Link with Autonomy, Competence, and Relatedness

López‐Pérez, Belén; Zuffianò, Antonio

doi:10.1007/s10902-020-00267-z

Cited by 8 publications

(5 citation statements)

References 76 publications

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“…Eudaimonia was not significantly related to children's attainment, corroborating evidence that eudaimonia may be significantly associated with adolescents' but not children's attainment (Kryza-Lacombe et al, 2019;López-Pérez & Fernández-Castilla, 2018;López-Pérez & Zuffianò, 2021;Tobia et al, 2019). This is also consistent with research documenting a higher prevalence of hedonic motives among children compared to adolescents (Gentzler et al, 2021).…”

Section: Measures Matter When Examining Wellbeing and Attainmentsupporting

confidence: 81%

“…Examining age-related differences in wellbeing and attainment is therefore critical (Clarke, 2020). For example, one English study (López-Pérez & Zuffianò, 2021) found that ‘getting good grades’ was not significantly associated with children's life satisfaction at school but was associated with adolescents’. These developmental differences were also replicated in an earlier Spanish study (López-Pérez & Fernández-Castilla, 2018).…”

Section: Theoretical Overviewmentioning

confidence: 99%

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Associations between children's school wellbeing, mindset and academic attainment in standardised tests of achievement

Clarke,

McLellan

2023

School Psychology International

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Childhood wellbeing is essential for positive outcomes in adulthood, as is academic attainment. Schools play a pivotal role in laying the foundations for children to live well. However, research investigating the relationship between wellbeing and attainment has relied on conceptualisations of wellbeing that are too broad (i.e. overall and domain-general wellbeing) or samples spanning large age ranges (thereby overlooking developmental differences). Additionally, the role of mindset, a potentially co-occurring psychological state of both wellbeing and attainment, has been neglected. This study therefore investigated the wellbeing-attainment relationship in 942 children aged 9–11 (447 male, Mage = 10.5; 495 female, Mage = 10.6) across 17 schools in England (UK). Structural equation models distinguished between overall wellbeing, life satisfaction, and eudaimonia, examining associations of each with children's attainment on standardised tests, accounting for mindsets, achievement goals, and sociodemographic factors. Results indicated lower life satisfaction was significantly associated with higher attainment on average, and in English and Mathematics, while eudaimonia was not significantly related to attainment. Overall wellbeing was negatively associated with Mathematics attainment only. A growth mindset was positively associated, while a fixed mindset was negatively associated, with wellbeing. In turn, a growth mindset was significantly positively associated, while a fixed mindset was negatively associated, with attainment. Implications for policy and practice are discussed.

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Section: Measures Matter When Examining Wellbeing and Attainmentsupporting

confidence: 81%

Section: Theoretical Overviewmentioning

confidence: 99%

Associations between children's school wellbeing, mindset and academic attainment in standardised tests of achievement

Clarke,

McLellan

2023

School Psychology International

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“…As long as a human subject believes that he/she is self-sufficient, they are bound for a solitary, isolated, and fundamentally unfulfilled lifeprovided that humans as personal beings are indeed essentially relational beings. (Lopez-Perez -Zuffiano, 2020) The acknowledgment of one's limitations is the first step to opening oneself up to the other in reciprocal acts of receiving and giving. Such is the common predicament of contingent beings in a contingent world.…”

Section: Examining the Role Of Transcendencementioning

confidence: 99%

Conceptions of happiness: philosophical and evolutionary considerations

Chirkina¹,

Beloborodova²,

Grigorovich³

et al. 2021

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This paper offers a critical analysis of the conclusions of the most recent research in the field of social psychology and positive psychology, with a special focus on Jonathan Haidt’s conclusions published in his acclaimed book The Happiness Hypothesis (2006). Various factors contributing to subjective feelings of happiness are considered and assessed on the background of what modern research has come to call a ‘divided self,’ reflecting the dynamic and often conflicting relationship between the human rational ego and his/her emotions and internal (often subconscious) drives. While our individual genetic predispositions have a substantial impact on the way we feel and act, intentional mind-focusing techniques, proper types of psychotherapy or spiritual counselling, and adequate medicine (e.g., Prozac) have a measurable influence on human character development, subjective wellbeing, and feelings of happiness. This paper claims that it might be difficult to answer the question of what constitutes happiness and how one achieves it without answering first the question of meaning in a twofold manner: first, giving adequate consideration to life’s meaning from within, i.e., from the perspective of the personal/moral subject; and second, considering the wider context of the person’s subjective consideration in asking the question ‘what is the meaning of life’ in general. To attempt to answer this second question, one needs to delve into deeper philosophical/spiritual waters.

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“…Adolescent happiness is also associated with experiencing less violence or conflict, such as quarreling and bullying ( López-Pérez and Zuffianò, 2020 ). Uusitalo-Malmivaara and Lehto (2016) showed that bullying victims reported lower levels of well-being and happiness, with adolescents who experienced dual victimization (bullying and cyberbullying) reporting even more negative impact on their happiness and depression.…”

Section: Introductionmentioning

confidence: 99%

Single-Item Happiness Measure Features Adequate Validity Among Adolescents

et al. 2022

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BackgroundHappiness is becoming increasingly relevant in recent research, including adolescents. Many studies are using the single-item measure for adolescent happiness, however, its validity is not well known. We aimed to examine the validity of this measure among adolescents in three countries from distinct European regions – Eastern (Lithuania), Southern (Portugal), and Western (Scotland).Materials and MethodsThe analysis included data from Health Behaviour in School-aged Children (HBSC) study from three countries and three last surveys (2009/10, 2013/14, and 2017/18). The total sample comprised 47,439 schoolchildren. For validity, the indicators reflecting subjective health, life satisfaction, quality of life, well-being, social support, health complaints, bullying, and self-directed violence were assessed. The calculations were conducted in the total sample and by gender, age, survey year, and country.ResultsThe different indicators of concurrent and convergent validity revealed consistent correlations with happiness, with better well-being, health, and subjective perceptions being related to higher happiness. Meanwhile, health complaints, bullying behaviors, and self-directed violence were related to lower happiness. The subgroup differences were consistent across gender, age groups, countries, and survey rounds. The extent of differences was more expressed among girls.ConclusionThe single item for adolescent happiness measurement features a consistent pattern of validity concerning indicators of concurrent and convergent validity. Higher self-reported happiness is associated with better mental and physical health and well-being, and less expressed negative factors (complaints, bullying, and self-directed violence). In addition, among girls the correlations tend to be stronger than boys.

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Children’s and Adolescents’ Happiness Conceptualizations at School and their Link with Autonomy, Competence, and Relatedness

Cited by 8 publications

References 76 publications

Associations between children's school wellbeing, mindset and academic attainment in standardised tests of achievement

Associations between children's school wellbeing, mindset and academic attainment in standardised tests of achievement

Conceptions of happiness: philosophical and evolutionary considerations

Single-Item Happiness Measure Features Adequate Validity Among Adolescents

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