English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Children’s happiness at school has been mainly investigated from a quantitative perspective, largely overlooking what children understand by happiness and whether their conceptualizations are shaped by culture. Hence, in the present study, using a quantification of qualitative data, we investigated whether English ( n  = 421,  M  = 10.63 years, 223 girls) and Spanish ( n  = 223,  M  = 11.13 years, 112 girls) children reported different conceptualizations of happiness at school. Results showed that English children defined happiness at school as experiencing autonomy, non-violence, and having a positive relationship with teachers. On the other hand, Spanish children mentioned more harmony and having leisure time, as compared to English children. Finally, compared to boys, girls mentioned more in their definitions emotional support, having a positive relationship with teachers, and experiencing competence. The obtained findings are discussed in light of previous well-being literature taking into account the role of culture and the school context in both countries.

Cross-cultural differences in children’s conceptualizations of happiness at school