• Journal of Industrial Convergence
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• v.19 no.4
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• pp.9-15
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• 2021

The purpose of the study is to find out the difference between high school students' hopes and the school happiness of each cluster of grits. Method: 282 high students' responses were analyzed through correlation analysis and cluster analysis. Results: First, There is a positive correlation between hope and grit and school happiness. Second, Hope and Grit appeared in four clusters. School happiness had the highest "high psychological capital" group and the lowest "low psychological capital. Conclusion: It was discussed that the agency thinking and effort perseverance of grit should be reflected in the curriculum of general high schools. In addition, we propose to develop questionnaires for practical measurements.

• Journal of Gifted/Talented Education
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• v.18 no.3
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• pp.519-542
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• 2008

The purpose of the present study was to examine the emotional characteristics related to gifted children's happiness, such as happiness index, optimism, psychological wellbeing, and school education happiness. For the study, 201 gifted students who were currently enrolled in gifted education centers, 124 potentially gifted students who were nominated by teachers for their scientific interests and high performances, and 141 general middle school students participated in the study. The results indicated that both the gifted and the potentially gifted students showed significantly higher emotional characteristics related to happiness compared to the general students. There was no significant difference between the gifted and the potentially gifted in the diverse aspects of happiness. Interestingly, significant interaction between gender and giftedness was found. Girls were happier when they were identified as the gifted, compared to the boys. Variables related to the happiness were also investigated, and the results indicated that the peer relationship and the family happiness were the most important variables that explained gifted children's happiness in general.

• Journal of the Korean School Mathematics Society
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• v.18 no.4
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• pp.471-486
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• 2015

Happiness education is not aim at rising in the world and gaining fame about goal of education but that it is a transition movement to mature educational direction to conduce to demonstrate the student's aptitude and potential. It is to search for a specific practices of happiness education in school mathematics curriculum is important at mathematics education. In this study, we surveyed about practices of happiness education of primary teachers and math teachers of the secondary schools. The practices of a reasonable and a practical happiness education which is conform to the scene of school was especially seek by the analysis of survey results.

• Journal of the Korea Convergence Society
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• v.10 no.1
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• pp.245-256
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• 2019

The study is aimed at examining the influence of empathy and pro-social behavior on school life happiness of multicultural and Korean adolescents through sports activities. The results of the analysis of total 461 adolescents participating in sports activities and not participating in sports activities are as follows. Adolescents participating in sports activities have higher levels of empathy, pro-social behavior and school life happiness than those who do not participate. And the more experience involved in sports activities, the higher the level of empathy, the level of pro-social behavior and the level of school life happiness. There is a significant correlation between empathy and pro-social behavior and school life happiness. Empathy and pro-social behavior factors affecting school life happiness are statistically influencing factors such as "relationship formation", "communication", "cooperation", "assistance", "emotional expression", and "comfort". The results of this study suggest the importance of dealing with empathy and pro-social behavior through sports activities in the school life happiness of multicultural families and Korean adolescents.

• The Journal of the Korea Contents Association
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• v.18 no.5
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• pp.660-673
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• 2018

The purpose of this research is to find effect of parental care awareness, emotional intelligence, peer relations on the happiness of school age children. Data collection was conducted by a survey of school-aged children who received consent from their guardians and the final target was 180. For data analysis, the t-test, one-way ANOVA, Pearson's correlation, and stepwise regression analysis was performed via the SPSS / WIN Ver 18.0 program. As the result, according to general characteristics, school life and parental interest had statistically significant effect on happiness. Parental caring awareness had statistically significant difference according to gender, cohabitation family, school life, close friend, and interest of parent. Emotional intelligence had statistically significant difference according to gender, cohabiting family, school life, school grade. There were statistically significant differences on peer relations in the cases of three or more close friends. Happiness showed a positive relation with parental care awareness, peer relationship, and emotional intelligence. The factors affecting the happiness of school aged children were school life, parental interest, parental care awareness, and the peer relationship. The R-square of these variables was 16.7%. Therefore, it was confirmed that school life, parental interest, parental care and peer relationship should be considered as a strategy to improve the happiness of school aged children.

• Journal of the Korean Society of Child Welfare
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• no.55
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• pp.113-141
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• 2016

The purpose of this study was to examine the mediating roles of children interpersonal relations and mental health in the relationship between parent-child relationships and school life happiness, and the differences between single-parent and two-parent families, using structural equation modeling. Data were obtained from the 2013(second-wave) year of the Korean Educational Longitudinal Study. This study selected 6,643 elementary school 6th-grade students(756 from single-parent families and 5,887 from two-parent families). Data were examined with structural equation modeling and multi-group analysis using AMOS 18.0, and mediating effects were tested using the Sobel test. The results were as follows; First, the single-parent children reported lower levels of interpersonal relations, mental health, and school life happiness than the two-parent children. Second, interpersonal relations and mental health did play a mediating role in the relationship between parent-child relationships and school life happiness. Third, as a result of examining for total effect, the variable that most influenced school life happiness of children was interpersonal relations. Fourth, multi-group analysis did not show a statistically significant difference between single- and two-parent children in structural equation modeling.

• The Korean Journal of Elementary Counseling
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• v.11 no.2
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• pp.219-235
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• 2012

The purpose of this study was to identify the factors of school happiness of elementary students by implicit theory. For this purpose, 192 items for happiness were constructed based on 76 5th and 6th elementary students' free descriptions. Then 75 items were selected for preliminary factor analysis based on item appropriateness by evaluation of 28 elementary teachers. The happiness inventory composed 136 items was administered to 155 students and 36 items were selected based on exploratory factor analysis results. 4 factors-optimism, positive peer-relationship, self-esteem, consideration, and teacher-relationship-were extracted by principal component analysis. The confirmatory factor analysis indices indicated that 4 factor model of happiness was fit. The reliability(Cronbach's ${\alpha}$) was .996.

• Communications of Mathematical Education
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• v.32 no.3
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• pp.315-340
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• 2018

The purpose of this study was to increase having a happy school life, by applying a good teaching program in mathematics to create achieving happiness education which raised the students' dreams and talents. For this purpose, first, what was the effects on academic achievement through a good teaching program in mathematics. Second, what was the effect on the happiness index in mathematics learning through a good teaching program in mathematics. Third, what could raise the students' dreams and talents, when realized, to ensure that the students have happiness education. First, specific research issues for the realization of the objectives of this study were considering how to apply a good teaching program in mathematics. Second, what was the effect on students' academic achievement and mathematics happiness index through a good teaching program in mathematics? As a result of applying good teaching program in mathematics, there was a difference in academic achievement and could improve mathematical happiness index.

• Ceramist
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• v.19 no.4
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• pp.89-100
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• 2016

• Journal of the Korean Institute of Educational Facilities
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• v.15 no.3
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• pp.21-24
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• 2008