Volume 4, Issue 2 (June 2022)                   Iranian Evolutionary and Educational Psychology 2022, 4(2): 191-203 | Back to browse issues page

XML Print

Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

MohammadTaheri M, Vaysi G, Fazlollahi S. Factors and Indicators of Creating Happiness in High School Academic Environment. Iranian Evolutionary and Educational Psychology 2022; 4 (2) :191-203
URL: http://ieepj.hormozgan.ac.ir/article-1-274-en.html
1- Department of Educational Management, Qom Branch, Islamic Azad University, Qom, Iran
2- Imam Sadegh (A) Research Institute, Qom, Iran
Abstract:   (632 Views)
This study aimed to identify the factors and indicators of happiness in high school educational environments using a qualitative research method. The study population included experts in education and psychology, especially happiness. In addition, the research sample consisted of 21 experts who were selected by purposive and snowball sampling techniques. Semi-structured interviews were applied to collect the required data. In this research, first, factors, components, and indicators were identified based on theoretical and research literature and interviews with experts, and then the experts were graded based on a 10-point Likert-type scale in terms of importance. Finally, the data were analyzed using MAXQDA software. The findings revealed that according to the interviewees, creating happiness in the educational environments of secondary schools depends on five factors, 14 components, and 59 indicators. These factors and indicators included physical space (visual space, facilities, and space design) and educational (cultural-artistic) activities (exciting situations and holding extracurricular workshops). Further, the other factors were academic activities (job skills and personal characteristics of school staff, quality of academic contents, and scientific-research activities), student characteristics (moral-social, emotional-psychological, physical, and family characteristics), and school earnings (formal and informal financial contributions). The respondents believed that these factors affect happiness in secondary schools. In general, the findings of the present study can be used in designing interventions to improve the level of happiness in high schools.
Full-Text [PDF 619 kb]   (142 Downloads)    
Type of Study: Original | Subject: Educational Psychology
Received: 2020/10/12 | Accepted: 2020/12/19 | Published: 2022/06/1

1. Akbarpouran, S., & Rezaii, M. (2018). Happiness in Schools: From Idea to Implementation. Public Policy, 4(2), 121-142. doi:10.22059/ppolicy.2018.67872
2. Baluch Kareh, M. (2018). Happines and and invigorating strategies in schools. Paper presented at the 11th International Conference on Psychology and Social Sciences, Tehran.
3. Chalabi, M., & Mousavi, S. M. (2009). A sociological analysis of happiness, at micro-and macro-levels. Iranian Journal of Sociology, 9(1-2), 34-57.
4. Cheng, H., & Furnham, A. (2002). Personality, peer relations, and self‐confidence as predictors of happiness and loneliness. Journal of adolescence, 25(3), 327-339. [DOI:10.1006/jado.2002.0475]
5. Demir, M., & Özdemir, M. (2010). Friendship, need satisfaction and happiness. Journal of Happiness Studies, 11(2), 243-259. [DOI:10.1007/s10902-009-9138-5]
6. Fazlullahi, S., Isfahani Jahangir, N., & Haghgoyan, Z. (2011). Measuring the amount and factors affecting the happiness of Qom campus students. Ravanshenasi-va- Din, 3(4), 89-108.
7. Folkman, S., & Lazarus, R. S. (1991). 10. Coping and Emotion. In Stress and coping: An anthology (pp. 207-227): Columbia University Press. [DOI:10.7312/mona92982-018]
8. Guzmán, J., Green, J. G., Oblath, R., & Holt, M. K. (2020). Life satisfaction mediates the association between mental health risk and perceptions of school functioning among children and adolescents. Contemporary school psychology, 24(4), 389-399. [DOI:10.1007/s40688-019-00257-w]
9. Hạnh, N., & Weare, K. (2017). Happy teachers change the world: a guide for cultivating mindfulness in education: Parallax Press.
10. Joukar, B., & Rahimi, M. (2008). Study of the effect of family communication patterns on happiness in a group of high school students in shiraz. Iranian Journal of Psychiatry and Clinical Psychology, 13(4 (51)), 376-384.
11. Lincoln, Y. S., Lynham, S. A., & Guba, E. G. (2011). Paradigmatic controversies, contradictions, and emerging confluences, revisited. The Sage handbook of qualitative research, 4(2), 97-128.
12. Mahon, N. E., Yarcheski, A., & Yarcheski, T. J. (2005). Happiness as related to gender and health in early adolescents. Clinical nursing research, 14(2), 175-190. [DOI:10.1177/1054773804271936]
13. Mertoğlu, M. (2020). Factors affecting happiness of school children. Journal of education and training studies, 8(3), 10-20. [DOI:10.11114/jets.v8i3.4674]
14. Mohammadzadeh, Z., & Salehi, K. (2015). Pathology of scientific vitality and dynamism in scientific and academic centers: A study according to "Phenomenology". Quarterly Journal of The Macro and Strategic Policies, 3(11), 1-25.
15. Moskowitz, S., & Dewaele, J.-M. (2021). Is teacher happiness contagious? A study of the link between perceptions of language teacher happiness and student attitudes. Innovation in Language Learning and Teaching, 15(2), 117-130. [DOI:10.1080/17501229.2019.1707205]
16. Oishi, S., Graham, J., Kesebir, S., & Galinha, I. C. (2013). Concepts of happiness across time and cultures. Personality and social psychology bulletin, 39(5), 559-577. [DOI:10.1177/0146167213480042]
17. Panahi, M. H., & Dehghani, H. (2012). Effective factors on student's happiness emphasizing the social participation. JOURNAL OF APPLIED SOCIOLOGY, 23(3), 1-18.
18. Rijavec, M. (2015). Should Happiness Be Taught in School? Croatian Journal of Education: Hrvatski časopis za odgoj i obrazovanje, 17(Sp. Ed. 1), 229-240. [DOI:10.15516/cje.v17i0.1487]
19. Salmon, A. (2016). Happy Schools! A Framework for Learner Well-Being in the Asia Pacific. UNESCO Bangkok.
20. Sezer, S., & Ertug, C. (2019). School happiness: A scale development and implementation study. Eurasian Journal of Educational Research, 19(79), 167-190. [DOI:10.14689/ejer.2019.79.8]
21. Steptoe, A. (2019). Happiness and health. Annual review of public health, 40, 339-359. [DOI:10.1146/annurev-publhealth-040218-044150]
22. Veenhoven, R. (2009). How do we assess how happy we are? Tenets, implications and tenability of three theories. In Happiness, economics and politics: Edward Elgar Publishing.
23. Veenhoven, R. (2015). Social conditions for human happiness: A review of research. International Journal of Psychology, 50(5), 379-391. [DOI:10.1002/ijop.12161]
24. Wolk, S. (2008). Joy in School. Educational leadership, 66(1), 8-15.
25. Zhang, Z., & Chen, W. (2019). A systematic review of the relationship between physical activity and happiness. Journal of Happiness Studies, 20(4), 1305-1322. [DOI:10.1007/s10902-018-9976-0]

Add your comments about this article : Your username or Email:

Send email to the article author

Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

© 2023 CC BY-NC 4.0 | Iranian Evolutionary and Educational Psychology Journal

Designed & Developed by : Yektaweb