TTLV: Feelings of happiness of primary school children

1. Student's full name:Nguyen Thi Thanh Ha2. Gender:Female

3. Date of birth: 02/01/1984

4. Place of birth:Toan Thang - Kim Dong - Hung Yen

5. Decision to recognize student number:3379/2017/QD-XHNV-DT, dated December 19, 2017 of the President of the University of Social Sciences and Humanities, Vietnam National University, Hanoi

6. Changes in the training process:Are not

7. Thesis topic name:Perception of happiness in primary school children

8. Major:PsychologyCode:60310401

9. Scientific guidance officer: Assoc.Prof.Dr. Truong Thi Khanh Ha

10. Summary of the results of the thesis:

The study on the perception of happiness of primary school children was conducted on 156 children aged 8 and 10 at Le Quy Don Private Primary School in the 2018-2019 school year. The study used the approach and toolkit of the Children World project International Survey of Children's Happiness (ISCWeB).

The results showed that the average score of happiness of all subjects was 8.31. In which, the average score of happiness of girls was 8.84 and that of boys was 8.18. Comparing by age, the happiness of 8-year-old and 10-year-old children was 8.39 and 8.20, respectively. Although there was a difference in the average score of happiness of children by age and gender, this difference was not statistically significant.

The study reported that the perceived family happiness score of 8-year-old children (mean = 8.63) was statistically higher than that of 10-year-old children (mean = 8.23), especially for items related to family members' care, children's participation in the family, and happy family time. In addition, the perceived family happiness score of girls (mean = 7.83) was statistically higher than that of boys (mean = 7.53), largely because girls felt that their family members cared more about and listened to them. When considering some other factors influencing children's sense of happiness at home, the results showed that family happiness was negatively correlated with the number of times children were teased by siblings in the family (r = -0.238), and positively correlated with satisfaction with relatives who did not live with the child (p = 0.16).

There is a difference in the average score of happiness between the group of children whose parents work far away and the group of children whose fathers do not work far away. Specifically, the group of children whose parents work far away reported a lower happiness at school (average = 7.18) than the group of children whose fathers do not work far away reported a lower happiness at home (average = 8.05). This difference is statistically significant and similar to some other studies on the impact of parents working far away on children's quality of life.

The average score of children's happiness at school was 8.04, in which the school happiness score of 8-year-old children (Average = 7.99) was higher than that of 10-year-old children (Average = 7.29) and this difference was statistically significant. Notably, 8-year-old children also reported that the level of being listened to and considered by teachers was statistically higher than that of 10-year-old children. 88.46% of children responded that they were mostly satisfied and very satisfied with what they learned at school. This shows that the learning content at school is attractive enough and satisfies children's learning needs. Regarding friendships, the majority of 8-year-olds (89%) and 10-year-olds (85.1%) were satisfied with their classmates from 5 to 10 on a 10-point scale. Using a regression model, the study showed that children's sense of happiness at school was greatly influenced by four factors: "support from friends at school", "teachers listen and consider what I say", "I feel safe at school" and "have fun times in class".

The overall happiness of 8 and 10 year olds was 8.21 and 8.37 respectively. In which, 8 year olds were more satisfied with their health and felt happier about their achievements than the 10 year olds in a statistically significant way. Examining the factors affecting children's overall happiness using regression statistics, it was found that this variable was influenced by 5 items: 1) things I have; 2) My health; 3) Closeness with people in general; 4) My safety in general and 5) Everything I do outside of home. In which "Safety" and "Things I have" were the factors that had a greater influence than the other 3 factors.

Children's sense of happiness at home (Average = 8.45) is higher than their sense of happiness at school (Average = 8.04) and their sense of happiness about life in general (Average = 8.29). In particular, children's sense of happiness at school contributes more than the other two factors to the value of children's sense of happiness in the research population.

11. Practical application:

With the results obtained from the theoretical and practical research process, the thesis has provided a picture of the current situation of happiness of 8 and 10 year old children at Le Quy Don private primary school and some factors that contribute to children's happiness, children's happiness at home, school and life in general.

It is necessary to strengthen the establishment and operation of regulations to collect and use children's opinions in the decision-making process on matters related to children in schools. Focus on activities to build and strengthen positive friendships for students in schools, develop solutions to limit fighting, cliques, and neglect such as increasing extracurricular activities and exchanges between groups, classes, and grades.

Caregivers, especially parents, need to create a happy atmosphere in the family every day. Choosing how to behave, teach and solve problems that children cause or have to face calmly, respecting children's opinions and keeping a happy atmosphere will help children feel safer and happier in the family. From there, create confidence and motivation to improve themselves in children.

Governments, local authorities and other agencies need to create a safe physical, social and infrastructure environment for children. Sustainable economic development strategies will make an important contribution to the provision of care, education and protection for children. As research shows, children’s sense of well-being is contributed by positive feelings about their belongings, safety, health and close relationships with people outside the family.

The research data also shows the importance of children being made aware of their own feelings of well-being and having the opportunity to self-report their views, opinions and expectations. To achieve this, there needs to be connection, support and cooperation between families, schools and local authorities in all aspects of child care, education and protection, especially for primary school-age children, towards nurturing a better and happier future generation.

12. Further research directions:Are not

13. Published works related to the thesis: Are not

INFORMATION OF MASTER'S THESIS

1.Full name: Nguyen Thi Thanh Ha2. Sex: Female

3. Date of birth: 2^ndJanuary 1984

4.Place of birth: Toan Thang- Kim Dong- Hung Yen

5. Decision of student recognition No:3379/2017/QD-XHNV- ĐT of the Principal of University of Social Sciences and Humanities - Vietnam National University, Hanoi

6. Changes in training course:None

7.Official thesis title:Children well being among primary school students

8. Major: PsychologyCode:60310401

9. Supervisors: Assoc. Prof. Dr. Truong Thi Khanh Ha

10. Summary of theses results:

The study “Well-being among primary school students” was conducted on 156 children aged from 8 and 10 from Le Quy Don Private Primary School in the school year 2018-2019. The study uses the approach and toolkit of Children's Worlds, the International Survey of Children's Well-Being (ISCWeB).

The study results show that the mean (M) of well-being of the participants is 8.31, in which the mean of girls' well-being is 8.84 and boys' is 8.18. Compared by age, the well-being mean of 8- and 10-year-old children is 8.39 and 8.20 respectively. Although there are differences in the meaning of children's well-being by age and gender, these differences are not significantly significant.

The mean of 8-year-old children's well-being at home (M = 8.63) is higher than that of 10-year-old children's (M = 8.23). This is significantly significant, especially in the items about family members' attention/care, children's participation level in the family and fun time in the family. In addition, female children's well-being score at home (M = 7.83) is inhibited higher than male children's (M = 7.53) largely because more female children feel that people in their family take care of and listen to them than male children. Regarding some other influential factors on children's well-being at home, the results show that the mean of children's well-being at home is negatively correlated with the number of times children are teased by their siblings (r = -0.238), and was positively correlated with their satisfaction with their relatives who do not live with them (p = 0.16).

There is also a difference in the well-being mean between the children whose parents work far away from home and the children whose parents do not work far away from home. Specifically, the mean of children's well-being at school (M = 7.18) is lower than the latter's (M = 8.05). This difference is significantly significant and is consistent with some other studies on the impacts of parents working away from home on the quality of life of children.

The mean on children's well-being at school is 8.04, in which this data among 8-year-old children (M = 7.99) is higher than that among 10-year-old children (M= 7.29), and this difference is intensely significant. In particular, the number of 8-year-old children reporting that their ideas are listening to by teachers is enhanced than that of 10-year-old children. 88.46% of surveyed children said that they are HAPPY and VERY HAPPY about what they learn at school. This shows that the learning content at school is attractive enough and satisfies the learning needs of children. Regarding friendships, most of 8-year-old children (89%) and 10-year-old children (85.1%) are happy about their relationships with their classmates, and this happiness falls in the range from 5 to 10 on a 10-point scale. By the regression model, the study shows that a child's sense of happiness at school is greatly influenced by four factors:"classmates' support", "children's ideas are listened to and considered by teachers", "feeling safe at school"and"having lots of fun in the classroom".

Well-being in general among 8- and 10-year-olds is 8.21 and 8.37 respectively, in which the number of 8-year-olds feeling more satisfied about their health and achievements is higher than that of 10-year-olds. Looking at the influential factors on children's overall well-being by using regression analysis, we can see this variable is affected by 5 factors: 1) what children have; 2) Children's health; 3) Closeness/ connection with people in general; 4) Children's safety in general and 5) Doing things away from home. Number 1 and 4 are more influential than the other 3 factors.

The mean of children's well-being at home is higher than that at school (M= 8.04) and in general (M = 8.29). In particular, the well-being of children at school accounts for more than 2 other factors contributing to the value of well-being of children in the study population.

11. Practical applicability:

With the results obtained from the literature review and field data collection, the thesis provides a picture of the current situation of well-being of children aged 8 and 10 years old at Le Quy Don private primary school and some factors contributing to children's well-being at home, at school and in their life in general.

It is necessary to strengthen the establishment and operation of mechanism of collecting and using children's opinions in the process of making decisions on child-related matters at schools. It is important to focus on activities aimed at building and enhancing positive friendships for students at school, work out solutions to reduce fighting, bullying, neglecting through extracurricular activities, interaction/experience exchanges between groups and classes.

Caregivers, especially parents need to create a happy family atmosphere every day, choose how to behave towards children, how to teach/ educate children and how to solve problems that children cause or face in respectful ways will help them feel safer and happier at home. This will result in creating trust and motivation for children to improve themselves.

Governments at all levels need to create a safe physical environment (infrastructure) to ensure child safety. Strategies for sustainable economic development will make an important contribution to child care and education. As a result, research shows that children's well-being are strengthened by a positive sense of what they have, about safety, health and close relationships with people around and outside the family.

The research data also shows the importance of raising children's awareness about their well-being as well as creating the opportunity for children to self-report on their views, opinions and expectations. To accomplish this, there is a need for connection, support and cooperation between families, schools and local departments in all aspects of child care, education and protection, especially for primary school children in order to help them with a better and happier future.

12. Further research directions, if any: None

13. Thesis-related publications: None