Analysis on the management strategy of happiness education based on human-oriented care
Vol 9, Issue 7, 2024, Article identifier:
VIEWS - 413 (Abstract) 101 (PDF)
Abstract
This study aims to explore happiness education management strategies for engineering students based on person-centered care. The research adopts a mixed-methods approach, combining quantitative and qualitative research. In the quantitative phase, a sample of 300 engineering students is recruited through a questionnaire survey. In the qualitative phase, 15 engineering students participate in semi-structured interviews, and 2 focus groups are conducted. The research results indicate differences among engineering students in dimensions of happiness, such as positive emotions, self-satisfaction, social support, and academic satisfaction. The application of person-centered care in happiness education has a positive impact on students’ learning motivation, emotional identity, and self-satisfaction. Additionally, current happiness education management strategies have achieved certain results in emotional management and social support but still have room for improvement in personalized support and care. Strategies based on person-centered care show significant advantages in multiple dimensions, comprehensively meeting the emotional and social needs of engineering students and enhancing their happiness levels. The findings of this study highlight the crucial role of person-centered care in happiness education for engineering students. It is recommended to strengthen the integration of person-centered care principles, provide diversified emotional management support, enhance the construction of social support networks, develop personalized happiness education plans, and continually assess and improve the effectiveness of strategies. These recommendations will contribute to optimizing happiness education management for engineering students, promoting their comprehensive development and growth.
Keywords
Full Text:
PDFReferences
1. Lemyre A, Palmer-Cooper E, Messina JP. Wellbeing among university students during the COVID-19 pandemic: a systematic review of longitudinal studies. Public Health. 2023; 222: 125-133. doi: 10.1016/j.puhe.2023.07.001
2. Liao Z, Jin K, Ma C. Collaborative Education of College Students’ Ideological and Political Education from the Perspective of Humanistic Care. 2022 4th International Modern Education Research Conference, 2022.
3. Räsänen P, Muotka J, Lappalainen R. Examining coaches’ asynchronous written feedback in two blended ACT-based interventions for enhancing university students’ wellbeing and reducing psychological distress: A randomized study. Journal of Contextual Behavioral Science. 2023; 29: 98-108. doi: 10.1016/j.jcbs.2023.06.006
4. Kamtsios S. The Interplay of Academic Hardiness, Passion for Studies and Affective Experiences in Undergraduates’ Happiness and GPA Scores: A Person-Oriented Approach. Psychological Studies. 2023; 68(3): 359-373. doi: 10.1007/s12646-023-00729-3
5. Mascia ML, Agus M, Cabras C, et al. Present and Future Undergraduate Students’ Well-Being: Role of Time Perspective, Self-Efficacy, Self-Regulation and Intention to Drop-Out. Education Sciences. 2023; 13(2): 202. doi: 10.3390/educsci13020202
6. Shek DTL, Zhu X, Dou D, et al. Self-leadership as an attribute of service leadership: Its relationship to well-being among university students in Hong Kong. Frontiers in Psychology. 2023; 14. doi: 10.3389/fpsyg.2023.1088154
7. Reddy NY. Perceived Wellbeing, Happiness, and Related Challenges among Indian College Students. Psychological Studies. 2023; 68(1): 70-81. doi: 10.1007/s12646-022-00705-3
8. Sun Y. The Relationship between the Education of College Students’ Concept of Happiness and Ideological and Political Education. In: 2020 4th International Conference on Advancement of the Theory and Practices in Education.
9. Li S. Problems on Humanistic Care and Psychological Counseling of College Students in Rural Poverty-Stricken Areas Under COVID-19 and Countermeasures Adopted by Colleges and Universities. International Conference on Education Studies: Experience and Innovation (ICESEI 2020).
10. Efterskolerne. The History of the Danish Efterskole. Available online: https://www.efterskolerne.dk/English/history (accessed on 6 June 2023).
11. European Centre for the Development of Vocational Training. Guiding At-Risk Youth through Learning to Work: Lessons from Across Europe. Report no. 3. Luxembourg: Publications Office of the European Union. 2010.
12. Forestier K, Crossley M. International education policy transfer—borrowing both ways: the Hong Kong and England experience. Compare: A Journal of Comparative and International Education. 2014; 45(5): 664-685. doi: 10.1080/03057925.2014.928508
13. Fujita T, Osada T, Hirakawa R, et al. Japan. In: The Country Paper. International Symposium. Sejong: Ministry of Education and Korea Research Institute for Vocational Education and Training. 2017, pp. 1-9.
14. Gim C. Reflection on the Free-Semester Program (Korean). Korean Language Education Research. 2017; 52(3): 5-35. doi: 10.20880/kler.2017.52.3.5
15. Green A. Education and globalization in Europe and East Asia: convergent and divergent trends. Journal of Education Policy. 1999; 14(1): 55-71. doi: 10.1080/026809399286495
16. Grek S. Governing by numbers: the PISA ‘effect’ in Europe. Journal of Education Policy. 2009; 24(1): 23-37. doi: 10.1080/02680930802412669
17. Hindess B. Discourses of Power: From Hobbes to Foucault. Cambridge, MA: Blackwell. 1996.
18. Inglehart R. Globalization and postmodern values. The Washington Quarterly. 2000; 23(1): 215-228. doi: 10.1162/016366000560665
19. Ireland, Department of Education. The Transition Year Programme: Guidelines for Schools. Dublin: Department of Education. 1993.
20. Jeffers G. The Transition Year programme in Ireland. Embracing and resisting a curriculum innovation. The Curriculum Journal. 2011; 22(1): 61-76. doi: 10.1080/09585176.2011.550788
21. Jensen JC. Introduction to the Danish Efterskole. In: International Forum for Alternative Education: International Trends and Future. Sejong, South Korea: Ministry of Education. 2015. pp. 95-117.
22. Jeynes W. What We Should and Should Not Learn From the Japanese and Other East Asian Education Systems. Educational Policy. 2007; 22(6): 900-927. doi: 10.1177/0895904807310042
23. Jones A. Review of Gap Year Provision. Report no. 555. London, UK: University of London. 2004.
24. Kim Y. Globalization, Educational Reform, and the Implications on Educational Policy (Korean). The Journal of Educational Administration. 1997; 15(2): 269-288.
25. Kim K. A Comparative Study on 18th Presidential Candidates’ Campaign Pledges in Education Policy (Korean). The Korea Educational Review. 2013; 19(3): 153-180.
26. Kim JH, Ju DB, et al. The Analysis of Gap Year Cases of England, America, and Japan and their Implications. Korean Comparative Education Society. 2017; 27(4): 155-186. doi: 10.20306/kces.2017.27.4.155
27. Kipnis A. Suzhi: A Keyword Approach. The China Quarterly. 2006; 186: 295-313. doi: 10.1017/s0305741006000166
28. Kipnis A. Neoliberalism reified: suzhi discourse and tropes of neoliberalism in the People’s Republic of China. Journal of the Royal Anthropological Institute. 2007; 13(2): 383-400. doi: 10.1111/j.1467-9655.2007.00432.x
29. Kipnis AB. Subjectification and education for quality in China. Economy and Society. 2011; 40(2): 289-306. doi: 10.1080/03085147.2011.548950
30. Kwon S, Kristjánsson K, Walker DI. Misery in dark shadows behind the high achievement scores in South Korean schooling: an ethnographic study. Educational Review. 2016; 69(2): 201-217. doi: 10.1080/00131911.2016.1188769
31. Law WW. Understanding China’s curriculum reform for the 21st century. Journal of Curriculum Studies. 2014; 46(3): 332-360. doi: 10.1080/00220272.2014.883431
32. Ministry of Education. Management Plan for Piloting FSP in Middle Schools to Realize Happiness Education by Supporting Students’ Dreams and Talents (Korean). Available online: https://www.moe.go.kr/boardCnts/view.do?boardID=316&lev=0&statusYN=C&s=moe&m=0302&opType=N&boardSeq=47981 (accessed on 22 January 2023).
33. Ministry of Education. Management Plan for Implementing FSP in Middle Schools to Realize Happiness Education by Developing Students’ Dreams and Talents (Korean). Available online: http://policy.nl.go.kr/cmmn/FileDown.do?atchFileId=149631&fileSn=28882 (accessed on 22 January 2023).
34. Morris P. Pick ’n’ mix, select and project; policy borrowing and the quest for ‘world class’ schooling: an analysis of the 2010 schools White Paper. Journal of Education Policy. 2012; 27(1): 89-107. doi: 10.1080/02680939.2011.596226
35. Murphy R. Turning Peasants into Modern Chinese Citizens: “Population Quality” Discourse, Demographic Transition and Primary Education. The China Quarterly. 2004; 177: 1-20. doi: 10.1017/s0305741004000025
36. National Statistics Office. 2017 Statistics for Cause of Death (Korean). Available online: http://kostat.go.kr/assist/synap/preview/skin/doc.html?fn=synapview370711_1&rs=/assist/synap/preview (accessed on 22 January 2023).
DOI: https://doi.org/10.59429/esp.v9i7.2086
(413 Abstract Views, 101 PDF Downloads)
Refbacks
- There are currently no refbacks.
Copyright (c) 2024 Le Kang
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.