Cảm nhận hạnh phúc học đường của học sinh phổ thông: Sự khác biệt theo cấp học, địa bàn và các khuyến nghị cải thiện
Tóm tắt
School happiness has increasingly emerged as a significant concern in contemporary education. This study aimed to examine differences in students’ perceived school happiness across educational levels and geographical areas, and to identify priority indicators for improvement to enhance students’ school happiness. A total of 7,564 students from three educational levels across five provinces/cities completed a 42-item questionnaire designed to assess general education students’ perceptions. The collected data were analyzed using descriptive statistics, analysis of variance (ANOVA), and the Priority Index for improvement. The findings indicated that the overall Happy School score reached 4.326 out of 5, suggesting a generally positive evaluation among students. In addition, statistically significant differences in the overall score were found by educational level and geographical area. Specifically, the score showed a decreasing trend from primary to upper secondary education, while students in rural areas reported higher school happiness than those in urban and mountainous areas. The priority areas for improvement reflected both common issues across the three educational levels and specific concerns associated with each level. Based on these findings, several recommendations are proposed to support schools in using assessment results as an evidence-based management tool for improving the quality of the school environment.
Tài liệu tham khảo
Bin Mahfooz, S., & Norrmén-Smith, J. (2022). Going global with the Happy Schools framework: Supporting holistic school happiness to improve teaching, learning and well-being (Working Papers on Education Policy). UNESCO. https://doi.org/10.54675/TFXO4953
Blanca, M. J., Alarcón, R., Arnau, J., Bono, R., & Bendayan, R. (2018). Effect of variance ratio on ANOVA robustness: Might 1.5 be the limit? Behavior Research Methods, 50, 937-962. https://doi.org/10.3758/s13428-017-0918-2
Boateng, G. O., Neilands, T. B., Frongillo, E. A., Melgar-Quiñonez, H. R., & Young, S. L. (2018). Best practices for developing and validating scales for health, social, and behavioral research: A primer. Frontiers in Public Health, 6, Article 149. https://doi.org/10.3389/fpubh.2018.00149
Calp, Ş. (2020). Peaceful and happy schools: How to build positive learning environments. International Electronic Journal of Elementary Education, 12(4), 311-320. https://doi.org/10.26822/iejee.2020459460
Delacre, M., Leys, C., Mora, Y. L., & Lakens, D. (2019). Taking parametric assumptions seriously: Arguments for the use of Welch’s F-test instead of the classical F-test in one-way ANOVA. International Review of Social Psychology, 32(1), Article 13. https://doi.org/10.5334/irsp.198
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (10th ed.). McGraw-Hill Education.
Gómez-Baya, D., García-Moro, F. J., Muñoz-Silva, A., & Martín-Romero, N. (2021). School satisfaction and happiness in 10-year-old children from seven European countries. Children, 8(5), Article 370. https://doi.org/10.3390/children8050370
Gramaxo, P., Dias, Á., Abelha, M., Dutschke, G., & Seabra, F. (2025). Assessing school happiness: Development and validation of a measurement scale for parents/guardians. Frontiers in Education, 10, Article 1549751.
Gramaxo, P., Dias, Á., Abelha, M., Dutschke, G., & Seabra, F. (2023). What makes a school a happy school? Portuguese students’ perspectives. Frontiers in Education, 8, Article 1267308.
Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2019). Multivariate data analysis (8th ed.). Boston: Cengage.
Hochschild Ovalle, H., Nussbaum, M., Claro, S., Espinosa, P., & Alvares, D. (2024). Happiness at school and its relationship with academic achievement. Education Sciences, 14(12), Article 1321.
Lombardi, E., Traficante, D., Bettoni, R., Offredi, I., Giorgetti, M., & Vernice, M. (2019). The impact of school climate on well-being experience and school engagement: A study with high-school students. Frontiers in Psychology, 10, Article 2482. https://doi.org/10.3389/fpsyg.2019.02482
Marquez, J., & Main, G. (2021). Can schools and education policy make children happier? A comparative study in 33 countries. Child Indicators Research, 14, 283–339. https://doi.org/10.1007/s12187-020-09758-0
OECD. (2017). PISA 2015 results (Volume III): Students’ well-being. OECD Publishing.
Renshaw, T. L., Clark, K. N., Farley, C. D., Franzmann, T. K., & Yang, N. J. (2024). Global and school-specific subjective well-being as predictors of educational outcomes. School Mental Health, 16(4), 1052-1068.
Sezer, S., & Can, E. (2019). School happiness: A scale development and implementation study. Eurasian Journal of Educational Research, 19(79), 167-190.
Soutter, A. K., O’Steen, B., & Gilmore, A. (2014). The student well-being model: A conceptual framework for the development of student well-being indicators. International Journal of Adolescence and Youth, 19(4), 496-520.
UNESCO (2021). Happy schools guide and toolkit: A resource for happiness, learners’ well-being and social and emotional learning in the Asia-Pacific region. UNESCO Bangkok Office.
UNESCO (2024). Why the world needs happy schools: Global report on happiness in and for learning. UNESCO. https://doi.org/10.54675/NPEQ5495
Đã Xuất bản
Cách trích dẫn
Số
Chuyên mục
Giấy phép
Bản quyền (c) 2026 Tạp chí Giáo dục
Tác phẩm này được cấp phép theo Ghi nhận tác giả của Creative Commons Giấy phép quốc tế 4.0 .
