The Happiness of Young Australians: Empirical Evidence on the Role of Labour Market Experience

Dockery, Alfred Michael

doi:10.1111/j.1475-4932.2005.00272.x

Cited by 54 publications

(57 citation statements)

References 22 publications

(23 reference statements)

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“…The currency of social connections is consistently associated with children's happiness (Dockery, 2005;Holder & Coleman, 2008;Holder & Klassen, 2010;O'Rourke & Cooper, 2010) and perhaps this item is a clearer indicator of wellbeing than others such as, "I forget what I learn", "I am slow in finishing my schoolwork" or "I am a good reader". Although there are limited studies that focus on primary students, Suldo, Riley and Shaffer (2006) point out in their review of academic correlates and life satisfaction for adolescents, that IQ, grade point averages and diagnosed learning disabilities were not strong indicators of life satisfaction, while care and support was a factor.…”

Section: Student Intellectual Status and Happinessmentioning

confidence: 99%

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

O’Rourke¹,

Cooper²,

Gray³

2012

IJPS

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

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Section: Student Intellectual Status and Happinessmentioning

confidence: 99%

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

O’Rourke¹,

Cooper²,

Gray³

2012

IJPS

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“…Dockery (2005) studies the self-assessed happiness of Australian youth during their late teen years (older than our sample), with a particular emphasis on the role of unemployment experienced during their initial phase of labour market participation.…”

mentioning

confidence: 99%

Economic Resources, Relative Socioeconomic Position and Social Relationships: Correlates of the Happiness of Young Canadian Teens

Burton

Phipps

2008

Child Ind Res

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This paper uses a large, nationally representative microdata survey to conduct a multivariate analysis of the correlates of self-assessed happiness for Canadian 12 to 15 year olds living in two-parent families. We ask whether the same factors matter for the happiness of young teens as for adults. And, we ask whether the correlates of being at the bottom of the young teen happiness distribution are the same as the correlates of being at the top. Results suggest that the level of family income correlates with the probability of being at the bottom of the young teen happiness distribution but not with the probability of being at the top. Relative socioeconomic position and peer social relationships, on the other hand, correlate with being at the top but not at the bottom of the young teen happiness distribution. Relationships involving significant adults (parents, teachers) are the most important correlates of young teen happiness.

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“…Corresponde a este gênero, a literatura de autoajuda (Dockery, 2005;Thaler & Sunstein, 2008;Hansen, 2012;Dolan & Kudrna, 2013;Dolan, 2015), às expectativas de diversos indivíduos, como fundamenta o número exponencial de edições à escala global.…”

Section: Conclusãounclassified

<b>Por que leem os jovens literatura de autoajuda? Reflexões sobre O céu existe mesmo, de T. Burpo e L. Vincent

Martins

Azevedo

2016

Acta Sci. Human Soc. Sci.

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RESUMO.A obra em apreço remete para a literatura de autoajuda, cujo teor, pertencente ao imaginário religioso, a colocou no patamar dos best-sellers, suscitando uma leitura transversal a todas as faixas etárias. A particularidade de ter sido objeto de escolha por parte de jovens motivou uma análise hermenêutica que identificasse possíveis valores estéticos, éticos e simbólicos. O artigo explicita o conceito de literatura de autoajuda e as principais linhas ideológico-temáticas da obra em causa.Palavras-chave: literatura, autoajuda, valores.Why do young people read self-helping literature? Reflections about Heaven is for real, from T. Burpo and L. Vincent ABSTRACT. The work in question refers to self-help literature, whose content, belonging to religious imagination, placed it at the level of bestselling texts, leading to a cross reading for all age groups. The fact of having been the subject of choice by young readers motivated a hermeneutic analysis to identify possible aesthetic, ethical and symbolic values. This article explains the concept of self-help literature and the main ideological and thematic lines of the work in question.

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The Happiness of Young Australians: Empirical Evidence on the Role of Labour Market Experience

Cited by 54 publications

References 22 publications

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

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

Economic Resources, Relative Socioeconomic Position and Social Relationships: Correlates of the Happiness of Young Canadian Teens

<b>Por que leem os jovens literatura de autoajuda? Reflexões sobre O céu existe mesmo, de T. Burpo e L. Vincent

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