THE RELATIONS BETWEEN HAPPINESS AND ACADEMIC ACHIEVEMENTS, COPING STRATEGIES AND PERSONAL CHARACTERISTICS OF ADOLESCENTS 14 - 16 YEARS OLD
The main purpose of the study was to examine the relations between happiness (as an integrative personal characteristic conducive to overcoming stressful situations) and academic achievements of adolescents, also to examine relations between their (adolescents’) subjective perception of happiness and such external and internal predictors as the level of neuroticism and extraversion, self-esteem, hardiness and happiness of mothers. In addition, the article investigates the relations between subjective perception of happiness and preferred coping strategies. 141 adolescents aged 14-16 and 92 mothers participated in the study.
Measurers: The 10-point Scale of Subjective Happiness, Maddy's “Hardiness Scale” (Maddi), ”Coping Strategies Inventory” (Folkman, Lazarus), "Eysenck Personality Inventory", "Self-Esteem Investigation according to Dembo-Rubinshtein".
The obtained results show that happiness among adolescents is not connected with academic performance, on the contrary it correlates with subjective assessment of their (adolescents’) academic performance and learning abilities (p≤0.05).
Happy adolescents respond easier to difficulties and often follow such coping strategy as cognitive restructuring. While their less happy peers tend either to assume their role in the emerged problem situation (self-criticism), or to avoid problem solving (problem avoidance) (p≤0.05).
Happy adolescents have a higher level of hardiness , they assess higher their abilities, health, will, reputation among peers, they are more self-confident than less happy ones (p≤0.05). Significant correlations between adolescents’ subjective happiness and levels of extroversion and neuroticism are not revealed.
The happiness of adolescents actually correlates positively with the happiness of their mothers (p≤0.05).