Have a personal or library account? Click to login
Rethinking Happiness at School after COVID-19 and Some Implications for Future Research Cover

Rethinking Happiness at School after COVID-19 and Some Implications for Future Research

Open Access
|Feb 2023

References

  1. Aikawa, A., Fujita, M., & Tanaka, K. (2007). The relationship between social skills deficits and depression, loneliness, and social anxiety: Rethinking a vulnerability model of social skills deficits. The Japanese Journal of Social Psychology, 23, 95-103.
  2. Ale Yasin, M. (2001). Happiness and joy in school. Journal of Tarbiat, 1, 9.
  3. Almanthari, A., Maulina, S., & Bruce, S. (2020). Secondary school mathematics teachers’ views on e-learning implementation barriers during the COVID-19 pandemic: The case of Indonesia. Eurasia Journal of Mathematics, Science and Technology Education, 16(7), 1860.10.29333/ejmste/8240
  4. Anand, P. (2016). Happines, well-being and human development: The case for subjective measures. New York, NY: United Nations Development Programme.
  5. Asıcı, E., & İkiz, F. E. (2018). Okulda öznel iyi oluşun okul iklimi ve öz-yeterlik açısından yordanması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 34(3), 621-638.10.16986/HUJE.2018038523
  6. Aubert, A. (2008). Psychosocial stress, emotions and cytokine-related disorders. Recent Patents on Inflammation & Allergy Drug Discovery, 2(2), 139-148.10.2174/187221308784543647
  7. Bacanlı, H. (2002). Gelişim ve Öğrenme. Ankara: Nobel Yayın Dağıtım.
  8. Baker, J. A., Dilly, L. J., Aupperlee, J. L., & Patil, S. A. (2003). The developmental context of school satisfaction: Schools as psychologically healthy environments. School Psychology Quarterly, 18(2), 206–221.10.1521/scpq.18.2.206.21861
  9. Bird, J. M., & Markle, R. S. (2012). Subjective well-being in school environments: Promoting positive youth development through evidence-based assessment and intervention. American Journal of Orthopsychiatry, 82(1), 61-66.10.1111/j.1939-0025.2011.01127.x
  10. Boehm, J., & Lyubomirsky, S. (2008). Does happiness promote career success? Journal of Career Assessment, 16(1), 101-116.10.1177/1069072707308140
  11. Brazendale K., Beets, M. W., Weaver, R. G., Pate, R. R., Turner-McGrievy, G. M., Kaczynski, A. T., Chandler, J. L., Bohnert, A., & von Hippel, P. T. (2017). Understanding differences between summer vs. school obesogenic behaviors of children: The structured days hypothesis. International Journal of Behavioral Nutrition and Physical Activity, 14, 100.10.1186/s12966-017-0555-2
  12. Brooks, S. K., Webster, R. K., Smith, L. E., Woodland, L., Wessely, S., Greenberg, N., & Rubin, G. J. (2020). The psychological impact of quarantine and how to reduce it: Rapid review of the evidence. Lancet, 395, 912-920.10.1016/S0140-6736(20)30460-8
  13. Bulut, A. (2020). Raising awareness of disaster and giving disaster education to children in preschool education period. Acta Educationis Generalis, 10(2), 162-179. https://doi.org/10.2478/atd-2020-001610.2478/atd-2020-0016
  14. Cao, W., Fang, Z., Hou, G., Han, M., Xu, X., Dong, J., & Zheng, J. (2020). The psychological impact of the COVID-19 epidemic on college students in China. Psychiatry Research, 287, 112984.10.1016/j.psychres.2020.112934
  15. Carr, A. (2011). Positive Psychology: The Science of Happiness and Human Strengths. London and New York: Routledge.
  16. Chaplin, L. N. (2008). Please may I have a bike? Better yet, may I have a hug? An examination of children’s and adolescents’ happiness. Journal of Happiness Studies, 10, 541-562.10.1007/s10902-008-9108-3
  17. Colao, A., Piscitelli, P., Pulimeno, M., Colazzo, S., Miani, A., & Giannini, S. (2020). Rethinking the role of the school after COVID-19. The Lancet Public Health, 5(7), E370. https://doi.org/10.1016/S2468-2667(20)30124-910.1016/S2468-2667(20)30124-9
  18. Creswell, J. W. (2007). Qualİtative Inquiry & Research Design: Choosing among Five Approaches. UK: Sage Publications.
  19. Csikszentmihalyi, M. & Hunter, J. (2003). Happiness in everyday life: The uses of experience sampling. Journal of Happiness Studies, 4(2), 185-199.10.1023/A:1024409732742
  20. Cunha, F. & Heckman, J. J. (2007). The technology of skill formation. American Economic Review 97(2), 31-47.10.1257/aer.97.2.31
  21. Datu, J., King, R., & Valdez, J. (2017). The academic rewards of socially-oriented happiness: Interdependent happiness promotes academic engagement. Journal of School Psychology, 61, 19-31.10.1016/j.jsp.2016.12.004
  22. Demir, M., Ozen, A., & Dogan, A. (2012). Friendship, perceived mattering and happiness: A study of American and Turkish college students. The Journal of Social Psychology, 152(5), 659-664.10.1080/00224545.2011.650237
  23. Demir, M., Orthel, H., & Andelin, A.K. (2013). Friendship and happiness. In S. A. David, I. Boniwell, & A. Conley Ayers (Eds.), The Oxford handbook of happiness (pp. 860-870). Oxford: Oxford University Press.10.1093/oxfordhb/9780199557257.013.0063
  24. Demir, M., Doğan, A., & Procsal, A. D. (2013). I am so happy ‘cause my friend is happy for me: Capitalization, friendship, and happiness among U.S. and Turkish college students. The Journal of Social Psychology, 153(2), 250-255.10.1080/00224545.2012.714814
  25. De Neve, J., Diener, E., Tay, L., & Xuereb, C. (2013). The Objective Benefits of Subjective Wellbeing. Centre for Economic Performance, discussion paper no. 1236. London.
  26. Dewey, J. (1938). Experience and Education. New York: Collier.
  27. Diener, E. & Seligman, M. E. P. (2002). Very happy people. Psychological Science, 13(1), 81-84.10.1111/1467-9280.00415
  28. Diener, E. & R. Biswas-Diener. (2002). Will money increase subjective well-being?: A review and guide to needed literature. Social Indicators Research 57, 119-169.10.1023/A:1014411319119
  29. Diener, E., & Chan, M. Y. (2011). Happy people live longer: Subjective wellbeing contributes to health and longevity. Applied Psychology: Health and Wellbeing, 3, 1-43.10.1111/j.1758-0854.2010.01045.x
  30. Diener, E. (2013). The remarkable changes in the science of subjective well-being. Perspectives on Psychological Science, 8, 663-666.10.1177/1745691613507583
  31. Dikmen, S., & Bahçeci, F. (2020). Covid-19 Pandemisi Sürecinde Yükseköğretim Kurumlarının Uzaktan Eğitime Yönelik Stratejileri: Fırat Üniversitesi Örneği. Turkish Journal of Education Studies, 7(2), 78-98.10.33907/turkjes.721685
  32. Di Pietro, G., Biagi, F., Costa, P., Karpiński Z., & Mazza, J. (2020). The likely impact of COVID-19 on education: Reflections based on the existing literature and international datasets. JRC Working Papers, JRC121071, Joint Research Centre.
  33. Dohrenwend, B. P. (2000). The role of adversity and stress in psychopathology: Some evidence and its implications for theory and research. Journal of health and social behavior, 41(1), 1-19.10.2307/2676357
  34. Dubey, S., Biswas, P., Ghosh, R., Chatterjee, S., Dubey, M. J., Chatterjee, S., Lahiri, D., & Lavie, C. J. (2020). Psychosocial impact of COVID-19. Diabetes & Metabolic Syndrome, 14(5), 779-788.10.1016/j.dsx.2020.05.035
  35. Durlak, J. A., Dymnicki, A. B., Taylor, R. D., Weissberg, R. P., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of schoolbased universal interventions. Child Development, 82(1), 405-432.10.1111/j.1467-8624.2010.01564.x
  36. Eid, M., & Diener, E. (2004). Global judgements of subjective well-being: Situational varibility and longterm stability. Social Indicators Research, 65, 245-277.10.1023/B:SOCI.0000003801.89195.bc
  37. Ekman, P., Davidson, R. J., Ricard, M., & Wallace, B. A. (2005). Buddhist and psychological perspectives on emotions and well-being. Current Directions in Psychological Science, 14(2), 59-63.10.1111/j.0963-7214.2005.00335.x
  38. Ersoy, A. F. (2016). Fenomenoloji. Eğitimde Nitel Araştırma Desenleri. Ankara: Anı Yayıncılık.
  39. Fredrickson, B. L. (1998). What good are positive emotions? Review of General Psychology, 2, 300-319.10.1037/1089-2680.2.3.300
  40. Goodlad, J. (1984). A place called school. New York: McGraw-Hill.
  41. Goodman, A., Joshi, H., Nasim, B., & Tyler, C. (2015). Social and Emotional Skills in Childhood and Their Long-Term Effects on Adult Life. London: Institute of Education.
  42. Guilherme, A., & de Freitas, A. (2017). Happiness education: A pedagogical-political commitment. Policy Futures in Education, 15(1), 6-19.10.1177/1478210316637489
  43. Holder, M. D., & Coleman, B. (2009). The contribution of social relationship to children’s happiness. Journal of Happiness Studies, 10(3), 329-349.10.1007/s10902-007-9083-0
  44. Huebner, E. S., Gilman, R., & Suldo, S. M. (2006). Life satisfaction. In G. Bear & K. Minke (Eds.), Children’s needs III (pp. 357-368). Bethesda: National Association of School Psychologists.
  45. Jose, P. E., Ryan, N., & Pryor, J. (2012). Does social connectedness promote a greater sense of well-being in adolescence over time? Journal of Research on Adolescence, 22(2), 235-251.10.1111/j.1532-7795.2012.00783.x
  46. Kendall, P. C. (1994). Treating anxiety disorders in children: results of a randomized clinical trial. Journal of Consulting and Clinical Psychology, 62(1), 100.10.1037/0022-006X.62.1.100
  47. Kesik, F. & Aslan, H. (2020). Öğrencilerin Mutluluk Kavramına İlişkin Metaforik İfadeleri Kuram ve Uygulamada Eğitim Yönetimi 26(2), 303-354.
  48. Kim, J., & Kim, H. (2014). Effects of teacher perceived student-teacher relationship and changes in student perceived student-teacher relationships on academic achievement mediated by school happiness and classroom engagement. Korean Journal of Youth Studies, 21, 285-315.
  49. Lee, E. K., & Han, M. S. (2000). A study on the factors related to happiness of youth: Focusing on the mental health side. Paper presented at the Korean Association of Adolescent Welfare Spring Conference (Seoul, South Korea), 71-99.
  50. Lee, H., & Lee, J. (2014). Effects of teacher’s attachment perceived children to school happiness of children: The mediated effects of learning flow and peer competence. Youth Facility and Environment, 12, 81-91.
  51. Lee, J-H. (2016). Impact of school psychological environment variables on happiness of Korean youths. Japanese Psychological Research, 58(4), 310-319.10.1111/jpr.12126
  52. Lu, L., Shih, J. B., Lin, Y. Y., & Ju, L. S. (1997). Personal and environmental correlates of happiness. Personality and Individual Differences, 23, 453-462.10.1016/S0191-8869(97)80011-6
  53. Lyubomirsky, S., & King, L. (2005). The benefits of frequent positive affect: Does happiness lead to success? Psychological Bulletin, 131(6), 803-855.10.1037/0033-2909.131.6.803
  54. Mahon, N. E., Yarcheski, A., & Yarcheski, T. J. (2010). Happiness as related to gender and health in early adolescents. Clinical Nursing Research, 14(2), 175-190.10.1177/1054773804271936
  55. Mastekaasa, A. (1994). Marital status, distress, and well-being: An international comparison. Journal of Comparative Family Studies, 25, 183-206.10.3138/jcfs.25.2.183
  56. McCabe, K., Bray, M. A., Kehle, T. J., Theodore, L. A., & Gelbar, N. W. (2011). Promoting happiness and life satisfaction in school children. Canadian Journal of School Psychology, 26, 177-192.10.1177/0829573511419089
  57. Noddings, N. (2003). Happiness and Education. UK: Cambridge University Press.10.1017/CBO9780511499920
  58. OECD (2015). Skills for Social Progress: The Power of Social and Emotional Skills. OECD Skills Studies.10.1787/9789264226159-en
  59. OECD. (2017). PISA 2015 Results (Volume III): Students’Well-Being, Paris: PISA.
  60. OECD (2020). Combatting COVID 19’s effect on children. Retrieved from: http://www.oecd.org/coronavirus/policy-responses/combatting-covid-19-s-effect-on-children-2e1f3b2f/
  61. O’Connor, R. M., Dinan, T. G., & Cryan, J. F. (2011). Little things on which happiness depends: MicroRNAs as novel therapeutic targets for the treatment of anxiety and depression. Molecular psychiatry, 17(4), 359-376.10.1038/mp.2011.162
  62. 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.
  63. Özkan, R. (2012). Resim (görsel sanatlar), müzik ve beden eğitimi derslerinin bireysel gelişim ve sosyalleşme açısından önemi. Education Sciences, 7(2), 713-721.
  64. Pan, J., & Zhou, W. (2013). Can success lead to happiness? The moderators between career success and happiness. Asia Pacific Journal of Human Resources, 51(1), 63-80.10.1111/j.1744-7941.2012.00033.x
  65. Pınar, M. A., & Akgül G. D. (2020). The opinions of secondary school students about giving science courses with distance education during the Covid-19 pandemic. Journal of Current Researches on Social Sciences 10(2) 461-486.
  66. Ploeg, J. (1999). Identifying the best research design to fit the question. Part 2: Qualitative designs. Evidence Based Nursing, 2(2), 36-37.10.1136/ebn.2.2.36
  67. Reis H. T., Smith, S., Carmichael, C., Caprariello, P., Tsai, F., Rodrigues, A., & Maniaci, M. R. (2010). Are you happy for me? How sharing positive events with others provides personal and interpersonal benefits. Journal of Personality and Social Psychology, 99, 311-329.10.1037/a0018344
  68. Ryan, R.M. & Deci, E. L. (2001). On happiness and human potentials: A review of research on hedonic and eudaimonic well-being. Annual Review Psychology, 52, 141-166.10.1146/annurev.psych.52.1.141
  69. Saban, A. (2008). Okula ilişkin metaforlar. Educational Administration: Theory and Practice, 55, 459-496.
  70. Saldarriaga, L. M., Bukowski, W. M., & Greco, C. (2015). Friendship and happiness: A bidirectional dynamic process. In M. Demir (Ed.), Friendship and happiness (pp. 59-78). Dordrecht, Netherlands: Springer.10.1007/978-94-017-9603-3_4
  71. Sarıçam, H. (2014). Belirsizliğe tahammülsüzlüğün mutluluğa etkisi. Sosyal Bilimler Dergisi, 4(8), 1-12.
  72. Schnittker, J. (2008). Happiness and success: Genes, families, and the psychological effects of socioeconomic position and social support. American Journal of Sociology, 114 (1), 233-259.10.1086/592424
  73. Seiffge-Krenke, I., & Gelhaar, T. (2008). Does successful attainment of developmental tasks lead to happiness and success in later developmental tasks? A test of Havighurst’s (1948) theses. Journal of Adolescence, 31, 33-52.10.1016/j.adolescence.2007.04.002
  74. Seligman, M. (1995). Optimistic Child. Houghton-Mifflin: USA.
  75. Seligman, M. (2002). Authentic Happiness: Using the New Positive Psychology to Realize Your Potential for Lasting Fulfillment. New York: Free Press.
  76. Seligman, M. E. P., Ernst, R. M., Gillham, J., Reivich, K., & Linkins, M. (2009). Positive education: Positive psychology and classroom interventions. Oxford Review of Education, 35, 293-311.10.1080/03054980902934563
  77. Sezer, Ş., & Can, E. (2019). School happiness: A scale development and implementation study. Eurasian Journal of Educational Research, 79, 167-190.10.14689/ejer.2019.79.8
  78. Shonkoff, J. P., D. Phillips, et al. (2000). From Neurons to Neighborhoods: The Science of Early Child Development. Washington, D. C.: National Academy Press.
  79. Siahpush, M., Spittal, M., & Singh, G. K. (2008). Happiness and life satisfaction prospectively predict self-rated health, physical health, and the presence of limiting, long-term health conditions. American Journal of Health Promotion, 23(1), 18-26.10.4278/ajhp.061023137
  80. Spinelli, M., Lionetti, F., Pastore, M., & Fasolo, M. (2020). Parents’ stress and children’s psychological problems in families facing the COVID-19 outbreak in Italy. Frontiers in Psychology, 11, 1713.10.3389/fpsyg.2020.01713
  81. Sprang G., & Silman M. (2013). Posttraumatic stress disorder in parents and youth after health-related disasters. Disaster Medicine and Public Health Preparedness, 7(1), 105-10.10.1017/dmp.2013.22
  82. Steptoe, A., Deaton, A., & Stone, A. A. (2015). Subjective wellbeing, health, and age ing. Lancet, 385(9968), 640-648.10.1016/S0140-6736(13)61489-0
  83. Talebzadeha F., & Samkan, M. (2011). Happiness for our kids in schools: A conceptual model. Procedia - Social and Behavioral Sciences, 29, 1462-1471.10.1016/j.sbspro.2011.11.386
  84. Tarasawa, B. (2020). COVID-19 School Closures Could Have a Devastating Impact on Student Achievement. Retrieved from: https://www.nwea.org/blog/2020/covid-19-school-closures-could-have-devastating-impact-student-achievement/
  85. Terada, Y. (2020). Covid-19’s Impact on Students’ Academic and Mental Well-Being. The Pandemic Has Revealed and Exacerbated Inequities That Hold Many Students Back. Here’s How Teachers Can Help. Retrieved from: https://www.edutopia.org/article/covid-19s-impact-students-academic-and-mental-well-being
  86. The Centre for Adolescent Health, Murdoch Children’s Research Institute. (2018). Student Wellbeing, Engagement and Learning across the Middle Years. Canberra: Australian Government Department of Education and Training.
  87. Thoilliez, B. (2011). How to grow up happy: An exploratory study on the meaning of happiness from children’s voices. Child Indicators Research, 4(2), 323-351.10.1007/s12187-011-9107-5
  88. UNESCO. (2020). Covid-19 Impact on Education Data. COVID-19 Education Disruption and Response. Paris: UNESCO.
  89. United Nations. (2020). Policy Brief: The impact of COVID-19 on Children. Retrieved from: https://unsdg.un.org/sites/default/files/2020-04/160420_Covid_Children_Policy_Brief.pdf
  90. Van Hall, G., Bruggeman, B, Aertsen, P., & Bruggeman, H. (2017). Happy teachers and happy school children: Going hand in hand. European Journal of Public Health, 27(3), 400-401.10.1093/eurpub/ckx189.256
  91. Veenhoven, R. (1988). The utility of happiness. Social Indicators Research, 20, 333-354.10.1007/BF00302332
  92. Veenhoven, R. (2008). Healthy happiness: Effects of happiness on physical health and the consequences for preventive health care. Journal of Happiness Studies, 9, 449-469.10.1007/s10902-006-9042-1
  93. Wang, C., Pan, R., Wan, X., Tan, Y., Xu, L., Ho, C. S., & Ho, R. C. (2020). Immediate psychological responses and associated factors during the initial stage of the 2019 coronavirus disease (COVID-19) epidemic among the general population in China. International Journal of Environmental Research and Public Health, 17(5), Article 1729. https://doi.org/10.3390/ijerph1705172910.3390/ijerph17051729
  94. WHO. (1948) Constitution. Geneva: World Health Organization.
  95. World Bank. (2020). The World Bank Education Global Practice Guidance Note: Remote Learning & COVID-19. Retrieved from: http://documents1.worldbank.org/curated/en/531681585957264427/pdf/Guidance-Note-on-Remote-Learning-and-COVID-19.pdf10.1596/33585
  96. Yıldırım, A., & Şimşek, H. (2005). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin.
  97. Yılmaz, E., Mutlu, H., Güner, B. & Doğanay, G. (2020). Veli Algısına Göre Pandemi Dönemi Uzaktan Eğitim Sürecinin Niteliği. Konya: Palet Yayınları.
  98. Yoo, S. R. (2015). A Study on The Factors Affecting Subjective Well-Being of Elementary Middle School Students (Unpublished Master thesis). Daegu: Dongguk University.
  99. YoungMinds. (2020). Coronavirus: Impact on Young People with Mental Health Needs. Retrieved from: https://youngminds.org.uk/media/3708/coronavirus-report_march2020.pdf
Language: English
Page range: 170 - 189
Submitted on: Mar 23, 2021
Accepted on: Jun 23, 2021
Published on: Feb 15, 2023
Published by: DTI University
In partnership with: Paradigm Publishing Services
Publication frequency: 3 issues per year

© 2023 Fatma Kesik, Aslı Yurttaş, Murat Taşdan, published by DTI University
This work is licensed under the Creative Commons Attribution 4.0 License.