Christopher Sink, SPU professor of counselor education and educational research, is leading the Happiness Project to further investigate aspects of positive psychology in elementary school students. This multinational study aims to examine further the connections among social-emotional characteristics, a sense of meaning in life, and academic success of third- through sixth-grade students. Ultimately, the Happiness Project is studying the hypothesis that happy children tend to be better learners.
The Happiness Project surveys elementary students on their levels of happiness, well-being, temperament, and academic achievement. In addition to collecting data, the surveys provide students with a nonthreatening way to reflect on their personal happiness and meaning-making. A coupled teacher survey of students’ temperament and overall happiness also affords teachers the opportunity to better understand their students with regard to their happiness and well-being.
In addition to investigating the connections between meaning-making and academic success, the Happiness Project is providing elementary school educators with evidence to support the educational importance of including social-emotional learning in the classroom. The Happiness Project also offers relevant resources and professional development to participating schools and teachers in order to encourage continued social-emotional education.
Data collection has already commenced in public and private elementary schools in Washington state, as well as in schools in South Korea and South Africa. Other school districts in Washington, Michigan, and North Carolina will be joining the research effort during 2014.
Through this investigation, the Happiness Project may offer educators a new set of tools to use as they seek to educate children, not only in various subjects, but also in citizenship and becoming whole, happy, and flourishing people.
Positive psychology, a relatively new branch of psychological study, seeks to identify and study the positive social-emotional attributes of well-functioning children, such as happiness, well-being, and meaningfulness. Previous research has shown that healthy social-emotional characteristics and a sense of purpose and connectedness in children are associated with a greater sense of wholeness and well-being. Additionally, these attributes have been connected to positive academic-related outcomes. Research has demonstrated that happy children are more resilient and adaptable, and stay engaged in learning longer.
If you are interested in learning more about the Happiness Project or participating, contact Dr. Chris Sink at csink@spu.edu or 206-281-2453.