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

被引:0
作者
Belén López-Pérez
Antonio Zuffianò
机构
[1] Liverpool Hope University,ChildLab, Department of Psychology
来源
Journal of Happiness Studies | 2021年 / 22卷
关键词
Children; Adolescents; Happiness; School; Self-determination theory;
D O I
暂无
中图分类号
学科分类号
摘要
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.
引用
收藏
页码:1141 / 1163
页数:22
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