The effect of happiness on academic optimism and academic self-efficacy of sixth grade elementary school students in Saghez

The aim of this study was to investigate the relationship between happiness and academic optimism of sixth grade elementary school students in Saghez. The present study was applied in terms of purpose and correlational in terms of research method. The study population consisted of sixth grade elementary school students in Saghez in the academic year 1399-1400, the sample size was 250 based on Cochran's formula. The sampling method of this research was multi-stage cluster sampling. Measurement tools included Argil and Lowe (1990) Happiness Questionnaire with a reliability coefficient of 0.922, Schenmann et al.'s (2013) Academic Optimism Questionnaire with a reliability coefficient of 0.854 and Jenkins and Morgan (1999) Academic Self-Efficacy Questionnaire with a reliability coefficient of 0.926. Pearson correlation test was used at the inferential statistics level. The results of the Kolmograph-Smirnov test showed that for all three variables of academic optimism, academic self-efficacy and happiness were greater than 0.05 and the data distribution was normal. There was a significant relationship between happiness and academic optimism. It can be concluded that with increasing happiness, the level of academic optimism increases. In fact, happiness can predict the academic optimism of sixth grade elementary school students in Saghez. There was a significant relationship between the two variables of happiness and academic self-efficacy. It can be concluded that with increasing happiness, the level of academic self-efficacy increases. In fact, happiness can predict the academic self-efficacy of sixth graders in Saghez.