Analysis of the effectiveness of communities on the children subjective well-being at sixth region of Tehran

Children are usually ignored in the society while they are not able to express their ideas or try to know their own rights and show that they are not dependent on their families, adults, society, local, national or even international policies.  Although areas such as education and hygiene have obvious and direct effects on children but it has been shown that child’s living environment, school, people, and those who are around him/her influence the life and welfare of the child. One the most important theories in intellectual welfare belongs to Diner (Edward Diener, Lucas, & Oishi, 2002). Diner (Edward Diener et al., 2002) divides intellectual welfare into two aspects: emotional (positive feelings, negative feelings, and happiness) and cognitive (life satisfaction, district satisfaction, and quality of life) in order to know the concept. In this division, positive feelings include moods such as pleasure and satisfaction, reflection of people’s desirability regarding one’s life and negative feelings can be interpreted as dissatisfaction such as people’s negative reflection towards life, health, events, and their interpretation (Ali tane, 2012). Along with studying the effects of child communities on intellectual welfare, more emphasis on child satisfaction towards life and considering communities’ conditions is his/her viewpoint (self-reporting) which again will be evaluated regarding communities, such as families, schools, people in the schools, environments and friends and the probable impacts that they might have  on children’s satisfaction towards life. Bronfen brenner –  in his ecological system theory, he states that child growth is influenced by some layers in the environment. Accordingly, changes or contradictions in every layer can be transferred to other layers (Aghdasi, 2010). Families, peer groups, schools, workplaces, and bigger social systems are considered effective environment layers affecting different aspects of child growth in which family is the most effective, long-lasting as  well as the nearest layer in environment (Bronfen brenner, 1979). This pattern divides social environment into four systems. Microsystem includes family which consists of parents and children, all these members have cross impact on one another. The family function connects with variables related to its members and factors like age, personality, financial and job related conditions, levels of education, and parents’ health conditions can be regarded as the effective ones. Mesosystem: a small family system is influenced by mesosystem which surrounds it. It includes environments, such as extended family, neighbors, colleagues and friends.Exosysteme: a mesosystem is influenced by exosysteme. This includes social environments, like social media, educational system, welfare, social, health, and support services.Macro system: a macro system or the last layer refers to the views, beliefs, and hidden values in social organs in a society which are likely to have considerable impacts on family functions.Following theoretical studies, effective communities, i.e. environment and the place of living, schools and teachers, houses and families, and friends are determined as places children spend most of their time; therefore they are regarded as the basis of research.

In this research from among 12606 students in seond grade of public and private elementary schools of district 6 453 of them were selected based on probability sampling as statistical sample which include 239 boys (%52.8) and 214 girls (%47.2). As regards children distribution we should state that there are 143 children at the age of 10 (31.6%), 149 children at the age of 11(32.9%) and 161 children at the age of 12 (35.5%). 362 students (79.9%) and 92 students (20.1%) study in public and private schools respectively also 381 students (84.1%) are from Tehran and 70 students (15.5%) are from other cities in Iran.

Findings show there are no significant difference between intellectual welfare of boys with the mean of 86.54 and girls with mean of 86.75. This is proved by T test with 2 independent samples. This test rejects any kind of difference in intellectual welfare with -0.195 and significant level of 0.84. The average scores of intellectual welfare of girls and boys show a small decrease from 10 years old (87.94) to 11 years old (87.31), then a significant decrease from 11 years old to 12 years old (84.87). This average for boys and girls has been the same during these years (except for 10 years old with 0.80 difference) In the analysis of multivariate regression, the biggest effect resulted from friends groups, families, schools, and the place of living. School people (teachers and personnel) do not have direct impacts on intellectual welfare. The total impact in the place of living on intellectual welfare of children shows that it has a strong impact with direct and indirect coefficient of 48%. Schools with direct and indirect coefficient of 33% have more significant impact than families. So the place of living has the biggest impact on children’s welfare after friends, schools and families that were found to have more effects. High coefficient of families and friends show how important they are in developing the children’s relationship with other groups. This means providing satisfactory relationships between childdren and different groups also affect intellectual aspects among children, at times it can also make up other defects. The indirect impact of environment on intellectual welfare is an interesting point which shows the significance of security and facilities discussion.

  In fact, children in this age enter a new stage in their lives in which they need a variety of facilities, such as sports, education and recreation. On the other hand, providing the environment and the possibility of using it, and participating in the programs are likely to be the main aspects.This research proves that children can present valuable ideas and at times perfect and functional ones about adults’ way of thinking. Paying deep attention to important factors of satisfaction and progress in children helps us make some changes in policies and executive programs to serve future citizens and the development of our country. These kinds of research studies, especially among children in Iran have not been conducted sufficiently. The necessity of a country development is considering financial capacities and intellectual welfare of the citizens in such a way that it can be felt in educational and executive organizations.

Funding
In the present study, did not have any sponsors
 Authors’ contributions
 All authors contributed in designing, running, and writing all parts of the research.
 Conflicts of interest
 This article does not conflict with other articles of my.
 Acknowledgments
 This article follows the principles of ethics and research and is endorsed by the Bu-Ali Sina University in this regard