The Study of Happiness among Elementary School Students

• Main Author: 陳淑娟
• Other Authors: 曾文志
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/63985750157323372287

碩士 === 國立新竹教育大學 === 人資處教育心理與諮商碩士專班 === 100 === Abstract The objective of this paper is to evaluate the happy experiences of elementary school students, including an analysis of the implications of the definition and source of happiness, negative factors affecting happy experiences, and positive factors fostering happy experiences. A semi-structured interview was conducted on fifty-nine sixth graders studying in a particular elementary school in Taichung City, and thereafter, a qualitative research was conducted to further elaborate on, interpret, and analyze interview results. The findings and conclusion of the analysis conducted on the comprehensive interview results and data are as follow: 1. Elementary school students define happiness from four primary perspectives; that is, a sense of positive emotions, a state of physical and emotional relaxation and absence of burden, a sense of emotional satisfaction, and a sense of self-control. 2. The sources of happiness of elementary school students are mainly family support, peer sharing, personal interaction, self-expression, and sensory pleasures, with sensory pleasures raking in the highest percentage. On the other hand, family support, peer sharing, and self-expression all involve personal interaction; hence, if these factors are to be discussed under the same light, it is apparent that the sources of happiness of schoolchildren are very closely related to personal interaction. 3. The negative factors affecting happy experiences are mainly unfavorable personal interaction modes, low capacity for internal adaptation, and unfavorable external conditions. Among these three factors, unfavorable personal interaction modes and low capacity for internal adaptation involve interpersonal relationships; hence, where all factors are to be attributed, it is apparent that an inability to establish a positive and favorable relationship with another person debilitates chances to have happy experiences. 4. Positive factors fostering happy experiences are mainly positive self-evaluation, interpersonal awareness, total commitment, sensory perception, and spiritual satisfaction. Spiritual satisfaction refers to a sense of satisfaction resulting from psychological satisfaction, emotional satisfaction, self-growth, and self-realization. Pursuant to the study findings of this paper, recommendations for counseling, education, and future studies have been proposed for the reference of parents and related parties. Keywords: elementary school children, happy experiences, positive psychology