The Relationship between Happiness with Social Development and Self-Regulation Learning in Elementary Students

Abstract

Purpose: The present study was conducted with the aim of the relationship between happiness and social development and self-regulation learning in elementary school students in Tehran in 1397.Methodology: The research method was descriptive-correlational according to the purpose of the research. The statistical population consisted of all elementary students in Tehran, among which 257 people were selected as sample size using available sampling method. The data collection method was based on three standard questionnaires: Oxford Happiness Questionnaire (1990), Social Growth Winland (1953), and Self-Regulatory Learning Questionnaire (Pintrich et al., 1991). The reliability of the questionnaire was calculated using Cronbach's alpha method and its value for all three questionnaires was higher than 0.7. Also, content validity was used to test the validity of the questionnaire, which for this purpose; the questionnaires were approved by the relevant experts. Data analysis was carried out through SPSS software using descriptive and inferential statistics (Pearson correlation test, multiple regressions). Findings: The results of this study showed that there is a significant positive relationship between happiness and social development in elementary students. There is also a significant positive correlation between happiness and self-regulation learning in elementary students. Therefore, social development and self-regulation learning is a significant predictor of happiness in students. Conclusion: The findings of this study indicate the importance of increasing happiness in students with improvement in social development and self-regulation learning. These findings can be used to develop programs to increase the happiness of students.