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Predictors to Happiness in Primary Students: Positive Relationships or Academic Achievement

Author

Listed:
  • Cynthia Leung

    (Victoria University)

  • Janet T. Y. Leung

    (The Hong Kong Polytechnic University)

  • Sylvia Y. C. L. Kwok

    (The City University of Hong Kong)

  • Anna Hui

    (The City University of Hong Kong)

  • Herman Lo

    (The Hong Kong Polytechnic University)

  • H. L. Tam

    (The City University of Hong Kong)

  • Simon Lai

    (The Hong Kong Polytechnic University)

Abstract

This study aimed to examine the role of positive relationships and academic achievement in predicting student well-being, i.e. subjective happiness. This study employed a longitudinal design with two waves of data collection on a sample of 786 primary school students in Hong Kong. Students completed questionnaires on parent-child relationship, teacher-student relationship, peer relationship, academic achievement, and happiness at the beginning and end of the school year. Path analysis was used for data analysis. The results indicated that Time 1 parent-child relationship and peer relationship were associated with Time 2 academic achievement, after controlling for Time 1 academic achievement. However, only Time 1 parent-child relationship was predictive of Time 2 happiness. Time 2 academic achievement was a mediator between Time 1 parent-child relationship and peer relationship and Time 2 happiness. Furthermore, girls reported higher levels of academic achievement when they perceived better peer relationship than did boys, and girls were happier when they had higher levels of academic achievement than were boys. The results suggested the need to put in place strategies to enhance parent-child relationship, peer relationship, and a harmonious classroom.

Suggested Citation

  • Cynthia Leung & Janet T. Y. Leung & Sylvia Y. C. L. Kwok & Anna Hui & Herman Lo & H. L. Tam & Simon Lai, 2021. "Predictors to Happiness in Primary Students: Positive Relationships or Academic Achievement," Applied Research in Quality of Life, Springer;International Society for Quality-of-Life Studies, vol. 16(6), pages 2335-2349, December.
    • Handle: RePEc:spr:ariqol:v:16:y:2021:i:6:d:10.1007_s11482-021-09928-4
    DOI: 10.1007/s11482-021-09928-4
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    References listed on IDEAS

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    1. Belén López-Pérez & Belén Fernández-Castilla, 2018. "Children’s and Adolescents’ Conceptions of Happiness at School and Its Relation with Their Own Happiness and Their Academic Performance," Journal of Happiness Studies, Springer, vol. 19(6), pages 1811-1830, August.
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    4. Mark Holder & Ben Coleman, 2009. "The Contribution of Social Relationships to Children’s Happiness," Journal of Happiness Studies, Springer, vol. 10(3), pages 329-349, June.
    5. Tam, Hau-lin & Kwok, Sylvia Y.C.L. & Ling, Chloe C.Y. & Li, Candice Ip-ki, 2018. "The moderating effects of positive psychological strengths on the relationship between tiger parenting and child anxiety," Children and Youth Services Review, Elsevier, vol. 94(C), pages 207-215.
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    7. Zhu, Xiaoqin & Shek, Daniel T.L., 2020. "Impact of a positive youth development program on junior high school students in mainland China: A pioneer study," Children and Youth Services Review, Elsevier, vol. 114(C).
    8. Lili Tian & Li Zhang & E. Scott Huebner & Xiaoting Zheng & Wang Liu, 2016. "The Longitudinal Relationship Between School Belonging and Subjective Well-Being in School Among Elementary School Students," Applied Research in Quality of Life, Springer;International Society for Quality-of-Life Studies, vol. 11(4), pages 1269-1285, December.
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    2. Yanling Geng & Longtao He, 2022. "Gender Differences in Children’s Psychological Well-Being in Mainland China: Risk and Protective Factors," Applied Research in Quality of Life, Springer;International Society for Quality-of-Life Studies, vol. 17(5), pages 2743-2763, October.
    3. Yulan Liu & Zihong Deng & Ilan Katz, 2022. "Transmission of Educational Outcomes Across Three Generations: Evidence From Migrant Workers’ Children in China," Applied Research in Quality of Life, Springer;International Society for Quality-of-Life Studies, vol. 17(5), pages 2563-2595, October.
    4. Guowei Wan & Huihui Gong, 2022. "Ethnic Disparities and the Psychological Trauma of Maltreated Children: Evidence from Three Multi-ethnic Counties in China," Applied Research in Quality of Life, Springer;International Society for Quality-of-Life Studies, vol. 17(5), pages 2765-2788, October.
    5. Yookyung Eoh & Eunsik Lee & Soo Hyun Park, 2022. "The Relationship between Children’s School Adaptation, Academic Achievement, Happiness, and Problematic Smartphone Usage: A Multiple Informant Moderated Mediating Model," Applied Research in Quality of Life, Springer;International Society for Quality-of-Life Studies, vol. 17(6), pages 3579-3593, December.
    6. Yingchen Bi & Minkwon Moon & Myoungjin Shin, 2022. "The Longitudinal Effects of Depression on Academic Performance in Chinese Adolescents via Peer Relationships: The Moderating Effect of Gender and Physical Activity," IJERPH, MDPI, vol. 20(1), pages 1-11, December.

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