• Nutrition Research and Practice
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• v.12 no.4
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• pp.342-347
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• 2018

BACKGROUND/OBJECTIVES: School meals are not just meals consumed at school, they are part of the culture, education, and life experience at school. Nevertheless, few studies have revealed the influence of school meals on students' school lives. The purpose of this study was to investigate the effect of satisfaction with the school meal program on students' school happiness. SUBJECTS/METHODS: A survey conducted in December 2015 asked 2,336 students (1,062 elementary school students, 880 middle school students, and 394 high school students) about their satisfaction with the school meal program and their school happiness. Multiple regression analyses were used to examine the relation between the students' school meal satisfaction and their happiness level. RESULTS: The average level of satisfaction with school meals of elementary school students was 4.1 out of 5 points, comparatively higher than that of middle and high school students, with a significant difference between school levels (P < 0.001). In addition, school happiness, as well as overall happiness, of elementary school students was higher than that of middle and high school students (P < 0.001). The school meal operation factor (0.232, P < 0.001) had the most influence on students' school happiness, followed by the school meal environment factor (0.219, P < 0.001) and school meal quality factor (0.136, P < 0.001). Overall satisfaction (0.097, P = 0.001) and school meal hygiene factor (0.095, P = 0.001) also had significant influences on students' school happiness. CONCLUSIONS: Students' satisfaction with the school meal program was related to their school happiness. Therefore, plans to enhance students' satisfaction with a school meal program needs to be implemented, with emphasis on placing a priority on school meal operation and school environment factors, in order to improve students' level of happiness.

• Journal of Digital Convergence
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• v.17 no.2
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• pp.413-421
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• 2019

This study examined the mediating effect of optimism on the relationship of middle school students' stress and happiness at school. 264 middle school students in Seoul were surveyed. The data were analyzed using descriptive statistics, t-test, correlation and multiple regression analysis. The results showed that: (1) The question means of stress and optimism were in the 'average' and 'slightly high'. The question mean of happiness at school was in the 'not happy' and 'slightly happy'. Females experienced higher level of stress than males. Males showed higher levels of happiness at school and optimism than females. (2) The stress, happiness at school and optimism were correlated. (3) The effect of stress on happiness at school was fully mediated by optimism. This study demonstrated that enhancing optimism is an effective strategy for improving the happiness at school. Finally, the findings were discussed from the convergence perspective.

• Journal of Families and Better Life
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• v.31 no.3
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• pp.15-26
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• 2013

The purpose of this study was to examine the differences of the perceptions and conditions of happiness between children and adolescents, and also of the perceptions of happiness according to their needs level of the conditions of happiness. There was a total of 649 participants, of which 405 were children and 244 were adolescents, all of whom were attending elementary school, middle school, or high school. The children and adolescents completed a questionnaire on the perceptions of happiness and the conditions of happiness which consisted of 57 (for children) or 58 (for adolescents) items. The results were as follows: First, children and adolescents both felt happy regarding the variables of 'flow', 'health and appearance', 'leisure' and 'interpersonal relations'. However, it was found that children felt happier than adolescents. Second, children and adolescents perceived achievement-related variables as important conditions of happiness. Additionally, variables of 'relations with parents and relatives' and 'positive emotions' were the conditions that children needed. However, adolescents rated the needs of the conditions of happiness higher than children. Lastly, children and adolescent groups who perceived the necessity of the conditions of happiness at a high level were found to be happier than those who perceived the necessity of the conditions of happiness at a low level. The findings have implications of providing educational, psychological and environmental support to improve the happiness of children and adolescents.

• Journal of the Korean Society of School Health
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• v.35 no.3
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• pp.92-103
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• 2022

Purpose: The purpose of this study was to prepare basic data for education and policy proposals related to enhancement of happiness by identifying factors affecting the subjective happiness among Korean adolescents by family type. Methods: The study was a secondary analysis using the raw data of the 16th Youth Risk Behavior Web-based Survey (2020). A complex sample multiple logistic regression analysis was conducted to identify factors affecting adolescent happiness by family type. Results: As a result, the factors that commonly affect the subjective happiness of adolescents for all family types were identified as economic status, academic performance, perceived stress, and loneliness. Additional factors that affect the subjective happiness of adolescents of both Korean two-parent and single parent families were sleep and subjective health status. Financial assistance, number of toilets, breakfast, exercise, depression, suicidal ideation, and suicide attempt were also reported for Korean two-parent families. Conclusion: This study provided empirical basic data for enhancing adolescent happiness in consideration of priority targets and family composition characteristics by identifying factors affecting subjective happiness by family type. Adolescent happiness is a factor that should be actively pursued at home, school, and society, and it should be the goal of education for holistic growth of students.

• 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 Korea Game Society
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• v.17 no.2
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• pp.107-116
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• 2017

This study analyze the relationships between game and adolescent's happiness. By survey of middle school and high school students in Pusan, this study want to find how playing game influences the happiness of middle school and high school students. In result, playing game and having a good grade influences adolescent's happiness. But whether one is good at game and how long one plays game are not the factors which influences adolescent's happiness. The adolescents who play game are more happier than the adolescents who don't play game. And playing game is more important factor to adolescent's happiness than having a good grade.

• Journal of the Korean Society of School Health
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• v.31 no.1
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• pp.39-47
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• 2018

Purpose: The purpose of this study was to investigate the effect of eating behaviors on subjective happiness of adolescents in South Korea. Methods: This study is a cross-sectional study. Using the statistics of the 13th (2017) Korea Youth Risk Behavior Web-based Survey, multiple logistic regression was conducted. The study sample comprised 62,276 middle and high school students aged primarily 12 to 17. Results: The rate of skipping breakfast more than five days per week was 31.5%, the rate of eating fast food more than three times per week was 20.5%, the rate of eating ramen more than three times per week was 25.9%, and the rate of eating at a convenience store more than three times per week was 26.0%. The eating behaviors affecting the subjective happiness of Korean adolescents were skipping breakfast and eating at a convenience store. Conclusion: In order to improve the negative eating behaviors that affect the subjective happiness of adolescents, various efforts will be needed at various levels such as home, school, community, and country.

• 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.

• Journal of Digital Convergence
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• v.15 no.1
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• pp.35-43
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• 2017

This study aimed to investigate the mediating effect of self-esteem between school violence victimization and happiness of adolescents. For this study, 1274 adolescents were surveyed at D city of Korea from April to May in 2016. Main results of this study were as follows. First, it was found out that school violence victimization was significantly different depending on gender, school level, academic achievement. And self-esteem was significantly different depending on gender, school level, family type, income level, academic achievement. Also their happiness was significantly different depending on gender, school level, income level, academic achievement. Second, school violence victimization and self-esteem were negatively correlated. And school violence victimization and their happiness were negatively correlated. Third, self-esteem was partially mediated for elementary, middle school students, but perfectly mediated for high school students between school violence victimization and happiness of adolescents. Lastly, policy implications for the students with lower happiness due to school violence victimization were suggested.

• Journal of the Korean Society of Child Welfare
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• no.40
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• pp.41-71
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• 2012

The purpose of this study is to examine longitudinal impacts of various factors on happiness in primary school children. Specifically, attachment theory and ecosystems perspective were utilized for the purpose of this study. We used Korea Youth Panel Survey, which is a 5-year longitudinal data collected from fourth grade in elementary school to second grade in middle school Latent growth model was employed as the analytic method. The findings of this study are as follow: first, academic achievement, self-esteem, parent attachment, peer attachment, teacher attachment, and community attachment all decreased over the 5-year study period. Also, the intercept and the slope variance of variables were found to be statistically significant. This means that there are significant differences in the intercept and the slope of individuals. Second, self-esteem, parent attachment, and peer attachment were found to have cross-sectional influences on happiness. This means that self-esteem, parent attachment, and peer attachment are positively associated with happiness at the intercept. Also, self-esteem, parent attachment, teacher attachment, and community attachment were found to have longitudinal influences on happiness. This means that the higher levels of community attachment at the intercept is associated with slower the rate of decrease in happiness at the slope. In addition, faster rates of decrease in self-esteem, parent attachment, teacher attachment, and community attachment are associated with faster the rate of decrease in happiness. Third, this study conducted multiple group analysis with gender. The findings of this analysis revealed no significant differences in analytic models between males and females. Based on these findings, theoretical and practice implications with regard to happiness in primary school children are discussed.