top of page
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute

Education Quarterly Reviews

ISSN 2621-5799

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
crossref
doi
open access

Published: 15 February 2023

A Correlational Study of Happiness and Self-Determination among Vietnamese Students Across Educational Levels

Lam Huy Phuong, Pratchayapong Yasri

HACA International School (Vietnam), King Mongkut’s University of Technology Thonburi (Thailand)

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
pdf download

Download Full-Text Pdf

doi

10.31014/aior.1993.06.01.714

Pages: 376-387

Keywords: Happiness, Self-Determination, Kindergarten, Elementary, Secondary, High School, Undergraduate, Postgraduate

Abstract

Available research separately shows the importance of happiness and self-determination in education. However, the effects of student happiness on learning motivation across educational levels is still lacking compelling verifications. This study employed the subjective happiness scale (SHS) and self-determination research to explore each aspect as well as the relevance between these two variables. The findings give insights about current levels of happiness and studying motivations in different educational groups in Vietnam. Applied in all academic levels, there is a statistical correlation between happiness and self-determination: if the students have high levels of happiness at their schools, they are likely to have a stronger positive learning motivation. Analysis of the research results indicates that kindergarten and elementary students have the highest level of happiness as well as the strongest intrinsic motivation for learning. Also high school students, having the lowest level of happiness, might need more support by alternative methods.

References

  1. Chan, G., Miller, P. W., & Tcha, M. (2005). Happiness in university education. International review of economics education, 4(1), 20-45. https://doi.org/10.1016/S1477-3880(15)30139-0

  2. Chinni, M. (2014). Subjective Happiness Scale. In: Michalos, A.C. (eds) Encyclopedia of Quality of Life and Well-Being Research. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-0753-5_2898

  3. Chen, A. W., Resurreccion, A. V. A., & Paguio, L. P. (1996). Age appropriate hedonic scales to measure food preferences of young children. Journal of Sensory Studies, 11(2), 141-163. https://doi.org/10.1111/j.1745-459X.1996.tb00038.x

  4. Deci, E. L., & Ryan, R. M. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68

  5. Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01

  6. Deci, E. L., & Ryan, R. M. (2012). Self-determination theory. In P. A. M. Van Lange, A. W. Kruglanski, & E. T. Higgins (Eds.), Handbook of theories of social psychology, 416–436. Sage Publications Ltd. https://doi.org/10.4135/9781446249215.n21

  7. Datu, J., King, R., & Valdez, J. (2016). The academic rewards of socially-oriented happiness: Interdependent happiness promotes academic engagement. Journal of School Psychology, 61, 19–31. http://doi.org/10.1016/j.jsp.2016.12.004

  8. Duckworth, A. L. and Seligman, M. E. P. (2005). Self-Discipline Outdoes IQ in Predicting Academic Performance in Adolescents. Psychological Science, 16(12), 939-44. http://doi.org/10.1111/j.1467-9280.2005.01641.x

  9. Deb, S., Thomas, S., Bose, A., & Aswathi, T. (2020). Happiness, meaning, and satisfaction in life as perceived by Indian university students and their association with spirituality. Journal of religion and health, 59, 2469-2485.

  10. Eccles, J. S. (2013). Schools, academic motivation, and stage- environment fit. Handbook of adolescent psychology. Hoboken, NJ: Wiley. http://doi.org/10.1002/9780471726746.ch5

  11. Eisenman, L. T., & Chamberlin, M. (2001). Implementing self-determination activities: Lessons from schools. Remedial and Special Education, 22, 138–147.

  12. Frey, B. S., & Stutzer, A. (2010). Happiness and economics: How the economy and institutions affect human wellbeing. NJ: Princeton University Press. http://doi.org/10.1515/9781400829262

  13. Frijters, P., & Beatton, T. (2012). The mystery of the U-shaped relationship between happiness and age. Journal of Economic Behavior & Organization, 82(2-3), 525-542. https://doi.org/10.1016/j.jebo.2012.03.008

  14. Fatemeh, T., Mahmoud, S. (2011). Happiness for our kids in schools: A conceptual model. Procedia - Social and Behavioral Sciences, 29, 1462-1471, https://doi.org/10.1016/j.sbspro.2011.11.386

  15. Guilherme, A., & de Freitas, A. (2017). Happiness education: A pedagogical-political commitment. Policy Futures in Education, 15(1), 6–19. https://doi.org/10.1177/1478210316637489

  16. Garner, P. W., & Waajid, B. (2012). Emotion knowledge and self-regulation as predictors of preschoolers’ cognitive ability, classroom behavior, and social competence. Journal of Psychoeducational Assessment, 30, 330-343. http://doi.org/10.1177/0734282912449441

  17. Grigal, M., Neubert, D. A., Moon, M. S., & Graham, S. (2003). Self-determination for students with disabilities: Views of parents and teachers. Exceptional Children, 70, 97–112. https://doi.org/10.1177/001440290307000106

  18. Hirvonen, T. & Mangeloja, E. (2007). What makes university students happy?. International Review of Economics Education, 6(2), 27-41. https://doi.org/10.1016/S1477-3880(15)30105-5

  19. Joshi, A., Kale, S., Chandel, S., & Pal, D. K. (2015). Likert scale: Explored and explained. British journal of applied science & technology, 7(4), 396.

  20. Kiuru, N., Wang, M.-T., Salmela-Aro, K., Kannas, L., Ahonen, T., & Hirvonen, R. (2020). Associations between adolescents’ interpersonal relationships, school well-being, and academic achievement during educational transitions. Journal of Youth and Adolescence, 49, 1057–1072. https://doi.org/10.1007/s10964-019-01184-y

  21. Kirkcaldy, B., Furnham, A., and Siefen, G. (2004). The relationship between health efficacy, educational attainment, and well-being among 30 nations. Eur. Psychol, 9, 107–119. https://doi.org/10.1027/1016-9040.9.2.107

  22. Karvonen, M., Test, D. W., Wood, W. M., Browder, D., & Algozzine, B. (2004). Putting self-determination into practice, Exceptional Children, 71, 23–41.

  23. Kahu, E. R., & Nelson, K. (2017). Student engagement in the educational interface: Understanding the mechanisms of student success. Higher Education Research & Development, 37, 58–71.  https://doi.org/10.1080/07294360.2017.1344197

  24. Locke, E. A., Shaw, K. N., Saari, L. M., & Latham, G. P. (1981). Goal setting and task performance: 1969–1980. Psychological Bulletin, 90(1), 125–152. https://doi.org/10.1037/0033-2909.90.1.125

  25. Lin, S.-H., Wu, C.-H., & Chen, L. H. (2015). Unpacking the role of self-esteem in career uncertainty: A self-determination perspective. The Journal of Positive Psychology, 10(3), 231–239. https://doi.org/10.1080/17439760.2014.950178

  26. Lazarus, K. U., & Ihuoma, C. (2011). The role of guidance counselors in the career development of adolescents and young adults with special needs. British Journal of Arts and Social Sciences, 2(1).

  27. Ladd, G., Buhs, E., & Seid, M. (2000). Children’s initial sentiments about kindergarten: Is school liking an antecedent of early classroom participation and achievement? Merrill-Palmer Quarterly, 46, 255–279.

  28. Lent, R. W., Brown, S. D., & Hackett, G. (1994). Toward a unifying social cognitive theory of career and academic interest, choice, and performance. Journal of Vocational Behavior, 45, 79–122.

  29. Layard, R. and Hagell, A. (2015). Healthy Young Mind: Transforming the Mental Health of Children. J. F. Helliwell, R. Layard and J. Sachs (eds.) World Happiness Report 2015. New York, Columbia University.

  30. Markus, H. R., Kitayama, S., & Heiman, R. J. (1996). Culture and "basic" psychological principles. In E. T. Higgins & A. W. Kruglanski (Eds.), Social psychology: Handbook of basic principles (pp. 857–913). The Guilford Press.

  31. Mahon, N. E., Yarcheski, A., & Yarcheski, T. J. (2010). Happiness as related to gender and health in early adolescents. Clinical Nursing Research, 14(2), 175–190. https://doi.org/10.1177/1054773804271936

  32. Moos, L., Krejsler, J., Kofod, K., & Jensen, B. (2005). Successful school principal-ship in Danish schools. Journal of Educational Administration, 43(6), 563–571. http://dx.doi.org/10.1108/09578230510625665

  33. Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom: Applying self-determination theory to educational practice. Theory and research in Education, 7(2), 133-144. https://doi.org/10.1177/1477878509104318

  34. O'Rourke, J., & Cooper, M. (2010). Lucky to be happy: A study of happiness in Australian primary students. Australian Journal of Educational & Developmental Psychology, 10, 94-107.

  35. Oreopoulos, P. (2007). Do dropouts drop out too soon? Wealth, health and happiness from compulsory schooling. Journal of Public Economics, 91, 2213–2229. http://dx.doi.org/10.1016/j.jpubeco.2007.02.002

  36. Öztürk, A., & Mutlu, T. (2010). The relationship between attachment style, subjective well-being, happiness and social anxiety among university students’. Procedia-Social and Behavioral Sciences, 9, 1772-1776. https://doi.org/10.1016/j.sbspro.2010.12.398

  37. Pascual, N. T. (2014). Factors affecting high school students’ career preference: A basis for a career planning program. International Journal of Sciences: Basic and Applied Research, 16(1), 1-14.

  38. Pascoe, M. C., Hetrick, S. E., & Parker, A. G. (2020). The impact of stress on students in secondary school and higher education. International Journal of Adolescence and Youth, 25(1), 104-112. https://doi.org/10.1080/02673843.2019.1596823

  39. Parker, J. G. & Asher, S. R. (1989). Significance of peer relationship problems in childhood. Kluwer Academic/Plenum Publishers, 5–23. https://doi.org/10.1007/978-94-009-2442-0_1

  40. Post, S.G. (2005). Altruism, Happiness, and health: It’s good to be good. International Journal of Behavioral Medicine, 12(2), 66-77. http://doi.org/10.1207/s15327558ijbm1202_4

  41. Picton, C., Kahu, E. R., & Nelson, K. (2018). ‘Hardworking, determined and happy’: first-year students’ understanding and experience of success. Higher education research & development, 37(6), 1260-1273. https://doi.org/10.1080/07294360.2018.1478803

  42. Seligman, M. (1995). Optimistic Child. Houghton-Mifflin: U.S.A.

  43. Seligman, M. & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55(1), 5-14. https://doi.org/10.1037/0003-066X.55.1.5

  44. Soleimani, N., & Tebyanian, E. (2011). A study of the relationship between principals’ creativity and degree of environmental happiness in Semnan high schools. Procedia Social and Behavioral Sciences, 29, 1869–1876. http://dx.doi.org/10.1016/j.sbspro.2011.11.436

  45. Salavera, C., Usán, P., Pérez, S., Chato, A., & Vera, R. (2017). Differences in happiness and coping with stress in secondary education students. Procedia Social and Behavioral Sciences, 237, 1310–1315. https://doi.org/10.1016/j.sbspro.2017.02.215

  46. Upadyaya, K., & Salmela-Aro, K. (2013). Development of school engagement in association with academic success and well-being in varying social contexts: a review of empirical research. European Psychologist, 18, 136–147. https://doi.org/10.1027/1016-9040/a000143

  47. Tien, H.-L. S., Lin, C.-H., & Chen, S.-C. (2005). A grounded analysis of career uncertainty perceived by college students in Taiwan. Career Development Quarterly, 54, 162–174.

  48. Tang, M., Pan, W., & Newmeyer, M. D. (2008). Factors influencing high school students' career aspirations. Professional School Counseling, 11(5), 285–295. https://doi.org/10.5330/PSC.n.2010-11.285

  49. Turner, S., & Lapan, R. T. (2002). Career self-efficacy and perceptions of parent support in adolescent career development. Career Development Quarterly, 51, 44–55.

  50. Thoma, C. A., Baker, S. R., & Saddler, S. J. (2002). Self-determination in teacher education: A model to facilitate transition planning for students with disabilities. Remedial and Special Education, 23, 82–89.

  51. Veenhoven, R. (2008). Healthy happiness: effects of happiness on physical health and the consequences for preventive health care. Journal of Happiness Studies, 9(3), 449–469. http://dx.doi.org/10.1007/s10902-006-9042-1

  52. Verkuyten, M., and Thijs, J. (2002). School satisfaction of elementary school children: the role of performance, peer relations, ethnicity, and gender. Soc. Indic. Res., 59, 203–228. https://doi.org/10.1023/A:1016279602893

  53. Waschull, S. B., & Kernis, M. H. (1996). Level and Stability of Self-Esteem as Predictors of Children’s Intrinsic Motivation and Reasons for Anger. Personality and Social Psychology Bulletin, 22(1), 4–13. https://doi.org/10.1177/0146167296221001

  54. Wehmeyer, M. (1997). Self-Determination as an Educational Outcome: A Definitional Framework and Implications for Intervention. Journal of Developmental and Physical Disabilities, 9, 175–209 . https://doi.org/10.1023/A:1024981820074

  55. Wehmeyer, M. L., Agran, M., & Hughes, C. (2000). A national survey of teachers’ promotion of self- determination and student directed learning. Journal of Special Education, 34, 58–68.

bottom of page