Impact on Multi-cultural Acceptance of Child Rearing Behavior of Elementary School Students' Parents and Psychological Well-being

The article is devoted to the substantiation and results of a study of implicit notions of a happy person in elementary school students. The methodological foundation is constructed by D.A. Leontiev’s two-level model of happiness, K. Riff’s concept of happiness as the basis of psychological well-being, and V.L. Sitnikov’s concept of the image of a person. The deployed research method is “SPI(H) — the Structure of a Person’s Image (Hierarchical)” (V.Sitnikov) including the verbal and non-verbal associative experiment with the subsequent content analysis. The novelty of the study lies in the comparison of the image of a happy person and self-image through the psychosemantic method including a comparative analysis of the notions of a happy person in children from complete and incomplete families. A happy person is associated by elementary school children with an emotionally positive attitude towards life, a responsible and caring attitude towards people, the presence of a family and active interaction with it, less often with success in educational and intellectual activity and material well-being, as well as the presence of friends. A happy person is idealized by younger students, however, their image is more abstract compared to children’s self-images. Elementary school students from complete families are characterized by greater conformity of the self-image with the image of a happy person whereas only half of the children from incomplete families show such correspondence. The predominant modality of both images is positive in all children. Social, bodily, and metaphorical characteristics are more common in the image of a happy person among children from incomplete families while the conventional social role characteristics dominate among children from complete families. The prospects for further study of the image of a happy person in elementary school children within the framework of family psychology are outlined.

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The reciprocal relations among prosocial behavior, satisfaction of relatedness needs at school, and subjective well-being in school: A three-wave cross-lagged study among Chinese elementary school students

Current Psychology ◽

10.1007/s12144-019-00323-9 ◽

2019 ◽

Cited By ~ 7

Author(s):

Tian Su ◽

Lili Tian ◽

E. Scott Huebner

Keyword(s):

Elementary School ◽

Prosocial Behavior ◽

Elementary School Students ◽

Well Being ◽

Subjective Well Being ◽

School Students ◽

Reciprocal Relations

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Prosocial Behavior and Subjective Well-Being in School among Elementary School Students: the Mediating Roles of the Satisfaction of Relatedness Needs at School and Self-Esteem

Applied Research in Quality of Life ◽

10.1007/s11482-020-09826-1 ◽

2020 ◽

Cited By ~ 1

Author(s):

Wang Liu ◽

Tian Su ◽

Lili Tian ◽

E. Scott Huebner

Keyword(s):

Elementary School ◽

Prosocial Behavior ◽

Elementary School Students ◽

Well Being ◽

Self Esteem ◽

Subjective Well Being ◽

School Students

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Child Poverty and Food Scheme in Rural South African Schools: The Prospects and Limits Towards Improving the Emotional Well-Being of The Elementary School Students

International Journal of Scientific Research and Management ◽

10.18535/ijsrm/v9i08.el02 ◽

2021 ◽

Vol 9 (08) ◽

pp. 1852-1859

Author(s):

Felix Ifeanyichukwu Okoye ◽

Prince Amartey Mensah

Keyword(s):

Elementary School ◽

South African ◽

Elementary School Students ◽

Research Question ◽

Child Poverty ◽

Well Being ◽

Policy Framework ◽

School Students ◽

The Government ◽

The Impact

The research examines the impact of poverty on the emotional well-being of elementary school students in South African rural communities. In order to understand this phenomenon, the study investigates the question on: how does poverty affect the emotional well-being of elementary school students in South Africa? The non-empirical study explores the literature from related studies to answer the research question. The literature review critically examines the effect of poverty on the emotional well-being of children, as well as the strategies used by the government to alleviate the poverty impact at rural school children. The strategies were found to have implementation deficiencies which enables the researcher to argue on the importance of improving the implementation strategies. The finding also reveals that despite the government’s interventions to curb the problem of child poverty, yet there are policy implementation “gaps” here and there. The study recommends more study and consistent evaluation of the respective policy framework. It also recommends that the socio-economic status of people leaving in the rural area should be improved and the affected students should be engaged, and proper development response should be executed to guarantee a sustainable food security. Finally, more study and consistent evaluation of the feeding-scheme programme or policy is a sinequanon. The recommendation for Covid-19 is added for publication purposes.

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