Previous research on children’s and adolescents’ happiness either focused on their conceptualisations or the link between self-reported happiness with different outcomes. However, very few studies have connected both approaches to better understand children’s and adolescents’ happiness. To address this gap, we used a mixed-method approach to investigate if the conceptualizations of happiness at school of 744 British children and adolescents could signal differences in autonomy, competence, and relatedness. An initial coding of the responses showed thirteen conceptualizations (i.e., positive feelings, harmony/balance, leisure, friends, getting good grades, non-violence, moral actions, purpose, autonomy, competence, teachers, emotional support, and learning). Log-linear models showed that some of the conceptualizations differed across both age groups and gender. Latent class analysis showed that happiness conceptualizations could be classified in five different groups. Interestingly, whereas for children there were no differences; for adolescents, there were differences between classes in their levels of autonomy and relatedness. The implications of these findings for promoting students’ well-being at school are discussed

Children’s and adolescents’ happiness conceptualizations at school and their link with autonomy, competence, and relatedness / López-Pérez, Belen; Zuffianò, Antonio. - In: JOURNAL OF HAPPINESS STUDIES. - ISSN 1389-4978. - 22:(2021), pp. 1141-1163. [10.1007/s10902-020-00267-z]

Children’s and adolescents’ happiness conceptualizations at school and their link with autonomy, competence, and relatedness

Zuffianò Antonio
Ultimo
Writing – Original Draft Preparation
2021

Abstract

Previous research on children’s and adolescents’ happiness either focused on their conceptualisations or the link between self-reported happiness with different outcomes. However, very few studies have connected both approaches to better understand children’s and adolescents’ happiness. To address this gap, we used a mixed-method approach to investigate if the conceptualizations of happiness at school of 744 British children and adolescents could signal differences in autonomy, competence, and relatedness. An initial coding of the responses showed thirteen conceptualizations (i.e., positive feelings, harmony/balance, leisure, friends, getting good grades, non-violence, moral actions, purpose, autonomy, competence, teachers, emotional support, and learning). Log-linear models showed that some of the conceptualizations differed across both age groups and gender. Latent class analysis showed that happiness conceptualizations could be classified in five different groups. Interestingly, whereas for children there were no differences; for adolescents, there were differences between classes in their levels of autonomy and relatedness. The implications of these findings for promoting students’ well-being at school are discussed
2021
happiness; adolescents; self-determination theory
01 Pubblicazione su rivista::01a Articolo in rivista
Children’s and adolescents’ happiness conceptualizations at school and their link with autonomy, competence, and relatedness / López-Pérez, Belen; Zuffianò, Antonio. - In: JOURNAL OF HAPPINESS STUDIES. - ISSN 1389-4978. - 22:(2021), pp. 1141-1163. [10.1007/s10902-020-00267-z]
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11573/1464801
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