Universal Journal of Educational Research 5(5): 881-890, 2017 http://www.hrpub.org DOI: 10.13189/ujer.2017.050520 Happiness and Values in the Formation of Personal Identity in Students of the Fifth and Sixth Grade at Primary School Estefanía Gomis Chorro1,*, María Ángela Morales Fernández2, Raquel Gilar Corbí3 1Center for Early Childhood and Primary Education, CEIP La Rambla, Agost, Spain 2Faculty of Teacher Education and Education, Autonomous University of Madrid, Spain 3Department of Evolutionary and Didactic Psychology, University of Alicante, Spain Copyright©2017 by authors, all rights reserved. Authors agree that this article remains permanently open access under the terms of the Creative Commons Attribution License 4.0 International License Abstract The objective of this research is twofold: first institutions. Globalization and an ever-changing society intending to assess the level at which students prioritize necessitate that students be confident in developing personal happiness; and second discerning how the experience of identity, and surviving crisis and loss of personal identity. A happiness affects the formation of their identity and their sense of belonging and participation must be encouraged by relationship with their environment, taking into account the the school in order to promote a positive and constructive values deduced from their perceptions, and understanding social harmony among students. from where these values come, as well as how they are The feeling of personal identity develops as human beings applied in their daily life. The findings indicate that students leave the “primary bonds” which link them to their mothers in fifth or sixth grade value happiness as a necessary aspect and to nature. The child, who intertwines its own identity of life, derived from criteria such as health, and friends and with that of the mother, cannot say “I” nor does the child family. The concept of happiness, however, is learned at have need of the word. Only after the child conceives that the home with parents and families. world is a separate, independent entity can the child attain the self-awareness necessary to recognize that he or she is a Keywords Happiness, Students in Fifth Grade, Students separate person. Consequently, one of the last words the in Sixth Grade, Personal Identity, Values, Inter-cultural child learns to use is “I” (Fromm, 1967). In the opinion of the Happiness authors, as educators, feelings of belonging and participation must be promoted in school in order to foster a constructive coexistence among students. [1] Del Rosario Arenas Paz (2011) says that, from a 1. Introduction psychological point of view, personal identity is what delineates “oneself” from “another one”. In order to know the world, one integrates ideas and Se trata de un conjunto de rasgos personales que experiences. Learning that takes place in the classroom, conforma la realidad de cada uno y se proyecta hacia el however, is not always useful in life. In order to face daily mundo externo permitiendo que los demás reconozcan a challenges and improve one’s life, it is necessary to la persona desde su forma de ser específica y particular. implement simultaneously, the following: knowledge, La suma de las experiencias pasadas, presentes y futuras, concepts, feelings, perspectives, abilities, strategies, beliefs, es lo que le define como persona y le distingue del otro. procedures, attitudes, values, and the development of critical La individualidad sólo es posible cuando se exterioriza and creative thought. These factors create competence in an la personalidad auténtica del ser humano, de manera tal individual, which in turn allows the individual to problem que éste pueda reconocerse a sí mismo como parte de la solve in a successful and creative manner. humanidad en general y simultáneamente, como un ser The concepts analyzed in this research are happiness, único y diferente de los demás. (Cap. I, p.1) values, and personal identity as they pertain to students in the fifth and sixth grade. The concept of personal identity is [2] Erich Fromm (2000), contemplates identity as a extremely important in these grade levels, yet the authors necessity, a feeling that is essential. He professes that for find that little research has been carried out by educational humans, a sense of identity is so essential and imperative that 882 Happiness and Values in the Formation of Personal Identity in Students of the Fifth and Sixth Grade at Primary School humans cannot be healthy if they cannot find a way to satisfy brain works, is a basic teaching principle with which learning it. According to the author, identity is an affective need, both can be bettered /improved. This principle could be extended cognitive (awareness of oneself and of the neighbor as to upper university studies or to applied studies for business different persons) and active (the human being must “take or scientific research. decisions” employing personal freedom and will). From the The authors of this study assert, through their own psychological point of view, identity is like the personality experience, that students who feel happy in the classroom see signature (Fromm, 2000). their academic progress, their creativity and their confidence This research takes into account not only individual works, in themselves and others increased. Through the design of a but also the dynamic integration of socio-cultural processes curriculum that takes into account the development and and their effect on the concept of personal identity. In a management of happiness, the classroom would cease to be a review of published works about personal identity and values, place that generates competition and anxiety, instead the authors encountered numerous exploratory works in becoming a laboratory of exploration and creativity. A place which three levels of identities are distinguished: the without doubt that would favor a more real and productive individual, the group and the community, underlining the coexistence and, therefore, a more real and productive published works by [3] Arfuch, 2002; [4] Martín and Barresi, learning. Finally, they point out that the involvement of the 2003; [5] Morin, 2003 and [6] Peterson and Clark, 2003. entire educational community in these values would help to Individual identity refers to each person as oneself, and create an educational community aligned with a common group identity is defined as interpersonal relationships. By identity. In this way, everyone would benefit. contrast, community identity goes beyond time and space to The origin of this research occurred in a normal classroom the individuals and the existing groups. setting, exploring the criteria used by the students when On the other hand, [7] Jimenez (2008) refers to values as choosing new friends coming from different social and principles which allow us to guide our behavior to grow as cultural backgrounds. people. The author explains that these concepts are beliefs Our initial hypothesis was that students would choose that help us to appreciate and choose some things over others, children they perceived to be more socially successful and or a behavior instead of another one. They are also a source with a higher economical level. However, they chose happier of satisfaction and fulfillment, since they provide guidelines children regardless of their origin or social background, to formulate goals and wishes, personal or collective. They based on the students’ perception of who was happier in reflect our interests, feelings and more relevant convictions. pictures. This unexpected response made us reflect on the That is why values refer to human needs and represent importance of the concept and experience of happiness in our aspirations, dreams and hopes with an importance that is students and a questionnaire was developed to explore the independent from the circumstances. Values become concept of happiness and its impact on emotional thoughts, concepts or ideas, but values are also the key to development. The core of our study is, therefore, the concept living in community with, and relating to, other people since and experience of happiness that our students have and, they allow us to regulate our own behavior for the collective subsequently, we aim to explore how it impacts on the well-being and, in that manner, enable us to enjoy a formation of their personal identity and the relationship with harmonious coexistence. their social environment. [8] Seligman (2003), maintains that genuine happiness is The parameters used in this qualitative research are: not only possible but is far from dependent upon luck or understanding of the natural, social and cultural environment, genetic. Happiness can be developed, identifying and using communication, inter-cultural happiness, attitudes and many of the strengths and features that are already possessed. values, critical reflection and creative thinking. For the author, genuine happiness is based on the identification of what yields the best in ourselves and he 2. Methodology believes that with the development of those aspects, people can noticeably improve their lives and the lives of those We used a qualitative methodology that consisted of the around them. implementation of a questionnaire (Appendix 1) with six However, teaching students how to develop this emotional pictures of happy children from different social and cultural ability is not accounted for in school curriculum. The authors backgrounds and the following questions: assert that the acquisition of happiness can be achieved by Q.1 Which of these children would you like to choose as educating students how to appropriately manage their friends? Why? emotions, learning how to recognize and manage negative Q.2 What is happiness for you? feelings while fostering and developing positive feelings. Q.3 Where have you learnt that the response you gave to Neuroscience indicates that happiness is a key element in Q2 is the source of happiness? the learning process. For [9] Mora (2003), joy is the Q.4 From whom have you learnt that definition of awakening of the need for knowledge. This is the basis for happiness? the true nature of learning. The author adds that to understand in depth and from the perspective of how the The stages in the process of this research are the Universal Journal of Educational Research 5(5): 881-890, 2017 883 following: three levels of identities are distinguished: the individual, the group and the community. There are three levels of 1st Stage: amplitude but at the same time, three different qualitative 1.1. Discussion and exploration of students' criteria for types: individual identity concerns each person in itself, choosing new friends. group identity is defined by real interpersonal relationships, 1.2. Observation of the mechanisms at work in the while community identity, in principle, transcends in time perception and functionality of the processes of personal and space to individuals and existing groups. However, we identity and the values of the students. do not find published studies on the impact and influence that 1.3. Give the students the questionnaire. the concept of happiness and values can have on the formation of personal identity in Primary School students. 2nd Stage: According to the DSM-IV (Diagnostic and Statistical 2.1. Observation and analysis of the process of Manual of Mental Disorders), individual identity is identification of the students. considered as a subjective feeling of unity in the person, 2.2. Observation, identification and analysis of the values liable to experiencing disorders (temporary or not) which can that are derived from this process of personal identity. be pathological or normal (and temporary), whose forms and deviances are culturally specific. That is why it is evident 3rd Stage: that the concept of identity does not refer to homogeneity or 3.1. Obtain the results of the research. continuity since every notion of identity scientifically 3.2. Establish and understand functionality of the acquired implies change or dynamics. values and their origin. According to [10] Kelly (1955), everyone makes a representation of themselves as integral members of the 4th Stage: world. The whole of all these images is named by Kelly as 4.1. To transmit these results to the students and discuss the “system of constructs”. Another model of the same genre them in a group through reflection and critical and creative belongs to [11] Allport (1954) who explains that the thinking. adhesions can be schematized as a set of concentric circles, which depart from a very specific nucleus that widens up into 5st Stage: more general circles. At the centre is the family. The 5.1. Elaborate further on the reflective and creative debate concentric circles represent consecutively: the outskirts, the through the application of a Didactic Unit (see at the end of city, the state/nation, race or ethnic group, mankind. The the conclusions). further away from the centre a circle is, the more abstract its content. Allport states that this loyalty diminishes in the measure that the distance increases in relation to the centre. 3. Tools/Instruments From a socio-cultural point of view, identity is constituted collectively, it is not static, it is actively in movement The tools used in this paper are: a questionnaire with between the private and the public, between the personal and pictures (Appendix 1) and open questions about the the cultural, between the past and the present. From this perception of the personal identity and values of the students socio-cultural perspective, authors like [12] Gimeno (2000) in the fifth and sixth grades. The digital white-board is also emphasize the importance of education, specifically school used. attendance in the formation of the identity. Gimeno restudies [13] Hall (1996) to explain the identity of the self: the identity is the fixed, stabilized and coherent nucleus of the 4. Sample/Evidence self, endowed with reason; a characteristic that is expressed in the coherence of conscious acts and consolidated from The sample was a group of 45 pupils of the fifth and sixth given conditions since the moment of birth and from some grades who study in a school located in a rural area in the basic experiences that give the definite impression. province of Alicante, Valencian Community (Spain). The From a social epistemology, different authors speak about village economy is based on marble industry and agriculture. identity. Through the analysis of the human action in its The economic and cultural level of the families is medium context of development, [14] Vygotsky (1979) tried to show average. 12.5% of these students were foreign, mainly how different individual phenomena have their origins in the English and Ecuadorian, who have attended the school since social activity. With the formulation of his socio-cultural the start of their education and have no socialization issues. method, we can study identity, because this approach provides the conceptual and methodological tools to 5. Review of Literature understand the socio-cultural processes which configure the formation of identity. [15] Davis and Harré (1990) talk about In the review of the works published on Personal Identity identity from a socio-genetic perspective. For the authors, and Values, there is a great amount of bibliography in which identity emerges only inside a web of relations of ‘I’ with 884 Happiness and Values in the Formation of Personal Identity in Students of the Fifth and Sixth Grade at Primary School others because in isolation, personal features are irrelevant. They seem to be locked in a perpetual state of identity Other authors talk about identity in a school context and its exploration and are in despair about their inability to enact or relation with adolescence and the choice of a degree: [16] sustain commitments. In contrast, guardians have Bloss (1992), [17] Vygotsky (1984) and [18] Erikson (1993). internalized the values of their parents or of society, Bloss studied adolescence from a psychoanalytic approach providing them with a set of strict guidelines to move into and conceived identity as a reorganization of the emotional adulthood. life in terms of intrinsic conflicts of risk and resolution. [24] According to Arnett (2000), [25] Helson & Srivastava Likewise, Eriksson recognized the essential role of (2001), identity searching can be associated with some socio-cultural backgrounds in the formation of identity, for distress, but it may also serve as the route to personal growth them identity is established in a process in the core of the and hence should be viewed in the light of personal individual and in the core of the community culture. development or self-discovery In relation to the concept of happiness, emotions and Within research on family socialization and parenting, feelings perform a vital role in human beings and are there is a strong interest in the construct of psychological absolutely linked to all areas of life. Emotions are present control, a parenting dimension highly relevant to the process every day, at every moment; they are evident in our thoughts, of identity because it intrudes upon or impedes the through our actions, our behaviors, our facial gestures and adolescent’s search for autonomy [26] (Barber, 2002). body language. Lately, the need to have this emotional aspect [27] Luyckx, Soenens, Vansteenkiste, Goossens, and present in the educative field is being considered, there is Berzonsky (2007) and [28] Beyers and Goossens (2008) enough bibliography about emotional competences of our conducted a longitudinal study on the four-dimensional students but there are few works in this field about this identity model and its relationships to constructs such as subject. Besides this, there are few published works about the supportive parenting and psychological control. Findings concept of happiness in the students at primary school. were in line with transactional models of socialization that Developmental psychology questions what and when emphasize the need to study both child and parent effects children know about emotions, and how and what they when examining parent–child relationships. understand about this process of regulation of emotions, in Humans are interested in their identity. Identity-relevant order to determine the optimal moments of educational self-construal carry affective consequences [29] Leary, intervention to enable students to learn to identity and control (2007). So people seek to construe themselves in ways that their emotions. This is a very important aspect for an optimal augment the pleasantness, or diminish the unpleasantness, of psycho-evolutionary development of children, an aim of those consequences. education. [19] Abarca M. (2002) highlights the emotional competence as a group of abilities that allows us to 6. Results and Discussion understand, express and regulate appropriately the emotional phenomena. He includes emotional consciousness, control of The origin of this research occurred in a normal classroom impulses, group work, taking care of oneself and others and setting, exploring the criteria used by the students when so on. This facilitates the ability to cope better with life choosing new friends coming from different social and circumstances such as learning processes, interpersonal cultural backgrounds. Aiming at exploring and relationships, problem-solving, and adaptation to the context. understanding the preferences of the students in choosing [20] Bisquerra (2000) conducted exhaustive research about their friends, the students are shown a selection of 6 images the classification of emotions, contents of consciousness and of children from different cultural and economic emotional regulation, the results of which make educational backgrounds who are having fun together and are asked intervention more functional. From the early years we can which children they would choose as their friends and why teach emotional development and understand it as an (Q.1 Which children would you choose as your friends?). educative process, continuous and permanent, that tries to Our initial idea was that students would choose the image promote the development of the emotional competences as that shows children with more social success and a higher an essential element in the integral development of the economic level. person [20-21] (Bisquerra, 2000, 2003). Q1. Which children would you choose as your friends? [22] Koen Luyckx, Seth J. Schwartz, Luc Goossens, Wim Beyers, and Lies Missotten (2011) refer that [23] Côté and Firstly, 39% of the students chose the picture with children Levine (2002) distinguish among five identity strategies belonging to a lower social and economic level because theorized as being common in late-modern societies. according to their criteria, “they are happier and they seem Resolvers are actively engaged in the process of forming an more fun”. This choice makes them identify with this picture identity, fully capitalizing on opportunities provided within and with their perception that "happiness is necessary in life", society, and motivated by a desire to optimize their potentials. understanding that happiness is a necessary criterion in their Searchers are often driven by unrealistically high standards, life. These answers made us think of the importance of this rendering them unable to form a steady set of commitments. reflection and, consequently, three further questions were Universal Journal of Educational Research 5(5): 881-890, 2017 885 added to the questionnaire to gather more information and with the actions performed in the images, i.e., sharing deepen understanding of the concept of happiness, from the hobbies is a very important criterion when choosing friends. students’ point of view (Q2. What is happiness for you?; Q3. Where have you learnt that the response you gave to Q2 is Q2. What is happiness for you? the source of happiness? and Q4. From whom have you Remarkably, the highest number of students, 68%, chose learnt that definition of happiness?). being healthy as the most important criterion in order to be Secondly, 26% of the students chose the picture that happy. 48% of the students thought that having friends was shows children who are of Romany descent, using the term the second most important criterion to achieve happiness. “racism”. Up to now, this term has not been mentioned in the Only 26% of the students thought that to have a family was a classroom. According to the students, they would choose necessary reason to be happy. these children because “there is no racism between them, These results highlight the importance of friendship and they respect each other and have fun together”. This feeling part of a group for the students of this age. This group reflection is very important, because they associate the belonging gives them security, allows them to feel values of respect and fun as a form of prevention against confidence and it reinforces their personal identity. Although racism. it is significant that the first criterion they associate with Thirdly, 22.5% of students chose the image with children happiness is health. similar to them because “they are like me”. On this occasion, It is also significant that only 13% of students answered they have identified, in addition to the image of fun, with with the criterion of “have the things I want”, followed by being a part of a group and talking to each other. Here, the only 9.6% with the answer “have love”. 6.4% of the students value of communication is highlighted. think that happiness is having money, being with people they In fourth place, 13% of students chose the picture because love, their family being well, and enjoying life. Finally, 3.2% the children in it “seem nice and fun”. In the fifth and sixth of the students chose criteria such as “to be kind, give money places, both were equal with 9.6% students choosing the or donate blood, to know who you are, their parents not picture arguing that “there is respect between them and they separating, no-one in their family dying, friends being happy, have a lot of fun. Although they have nothing, they are very and to pass all subjects”. These are barely significant results happy and have fun”. The students highlight the value of and somewhat dispersed. happiness above materialistic value. Moreover, they identity Graph 1. Which children would you choose as your friends? Graphic 2. What is happiness for you? 886 Happiness and Values in the Formation of Personal Identity in Students of the Fifth and Sixth Grade at Primary School Q3. Where have you learnt that the response you gave to Q4. From whom have you learnt that definition of Q2 is the source of happiness? happiness? Similar to Q3, a high percentage of students, 80.6%, Most of the students, 84%, responded that they have learnt answered that they have learnt the concept of happiness from the concept and perception of happiness at home, with their their parents or family. If we add to this 80.6%, the 16% of families. Considerably fewer students, only 26%, said they the answers giving grandparents as the source of learning this have learnt it at school. 22.5% of the students said that they concept, we would have almost 100% of the answers. These have learnt the concept and perception of happiness with results show us the importance of family in the emotional friends because ‘they help me to know when I am sad or world of the students. happy’. These answers reinforce previous results in which Far fewer students, 32%, learn to be happy from their the students of this age need the reference of their friends and friends. It is surprising that in Q2, a high percentage of the security of belonging to a group. students, 48%, respond that happiness is having friends, Finally, with low percentages of 6.4% and 3.2%, followed by 26% of having a family, however, the results of respectively, the students name television and catechesis Q4 indicate that they learn this concept from their parents (Catholic education in preparation for First Communion) as and family. Lastly, with only 13% and 6.4% respectively, the the place where they have acquired their concept and answers again place teachers in the last positions, together perception of happiness. with television, as models to learn what happiness is. Graphic 3. Where have you learnt that the response you gave to Q2 is the source of happiness? Graphic 4. From whom have you learnt that definition of happiness? Universal Journal of Educational Research 5(5): 881-890, 2017 887 7. Conclusions Once again, the students place in last positions the teachers, together with television as models for learning what Analyzing the results of the first question: ‘Which happiness is. The analysis of these results should promote the children would you choose as friends’, we can establish the curricular changes necessary to develop students' emotional order of the values of the students in the fifth and sixth grades competences. at primary school: In summary, fifth and sixth grade primary school students 1. Happiness is a necessity in life. value happiness as a necessary aspect in life, associating 2. The values of respect and fun maybe a form of criteria such as health, friendship and family in this order to prevention against racism. achieve happiness. To be happy, they place more value on 3. The value of communication is important in order to friends than family, however, the concept and perception of be happy. happiness is learnt at home with their parents and families. 4. Having fun is important in life. They learn to be happy by feeling happy and having their 5. Happiness is above material value. It is not parents as models and their friends as a reference of identity necessary to have things to be happy. and belonging. The students in the fifth and sixth grades 6. Sharing hobbies is a criterion for choosing friends. consider happiness as the main value in human relationships, constituting a primary value necessary in their lives, an Regarding the second question ‘What is happiness for essential criterion for the choice of new friends, and to form you?’, the analyzed results highlight the importance for the their personal identity. students of this age to have friends and to feel part of a group. Finally, it should be pointed out that the students in the This group belonging gives them confidence and strengthens fifth and sixth grades think that ‘fun, as an expression of their personal identity, although the students most happiness, prevents racism’. This reflection is very important significantly associate the criterion “health” with happiness. for the development of programs to prevent racism which These answers may indicate that most of the students have promote equality, justice and respect for diversity, Likewise, their basics needs covered and they do not miss having the results of this research suggest that it is necessary to materialistic things, since only a small number of students update the teaching practice and equip teachers with new think that having things is necessary to be happy. tools that develop students' feelings of happiness in order to, In relation to the third question: ‘Where have you learnt at last, establish shared values among the entire educative that the response you gave to Q2 is the source of community. happiness?’, the results obtained make us think that the majority of the students feel good in their families and they have them as referents and models for life. However, the 7.1. Didactic Proposals Identity and Values students place the school as a model to learn how to be happy Following these results, a Didactic Unit is proposed to in a much lower position. This result would make us reflect work out the concepts and criteria that the students have about teachers, since it could suggest that too much attention raised in the answers to the questionnaire, as well as the is placed on curriculum and emotional education of the implication for teachers to be able to do and use in their own students is being neglected. The answers found in this third classrooms. question reinforce the previous results in which the students of this age need the reference of their friends and the security 7.2. Activities to promote critical thinking, reflection and of belonging to a group. creativity Regarding the last question: ‘From whom have you It is suggested that the discussion should not be limited to learnt that definition of happiness?’ the students highlight dealing with the cultural groups presented, since it is not a that their families make them feel happy and the experience question of deepening the knowledge of the cultural group, of that feeling is what makes them learn the concept of but rather of the values and criteria that the students have happiness. The results obtained indicate that the students of expressed in the answers to the questionnaire. Creative this age associate being happy with having health and friends thinking will be encouraged, trying to provide new and because, for them, it is necessary to have friends as models creative solutions to issues emerging from the debate. for personal identity, trust and belonging to a social group, but they learn the concept of happiness at home with their 7.2.1. 1st Activity: Video to discuss the concept of families, i.e., they learn to be happy by feeling the happiness intercultural happiness that family life provides, in particular their parents and Computer classroom: Video viewing to establish grandparents, in this order. These results show us the comparisons between different cultural manifestations. importance of the family in the emotional world of the students. 888 Happiness and Values in the Formation of Personal Identity in Students of the Fifth and Sixth Grade at Primary School Ask students to explain similarities and differences  Search, analysis, interpretation and critical evaluation between our culture and the other cultures shown in the video. of information about societies or cultures other than Explain your criteria for being happy in different cultures. their own from different sources of information (written, They must also select the most appropriate way to represent material, visual, etc.). the information (outline, table, etc.)  Analysis and interpretation of cultural values in different societies. 7.2.2. 2nd Activity: Declaration of Human Rights. Values  Comparison of cultural values with survival values. Are of respect against racism they the same, different, which are more necessary, what are their functions...? Explain your reasons. Analyze different articles of the Declaration of Human Rights. What rights do the students have in common with 7.2.4. 4th Activity: Synthesis of conclusions from a images of children from different social and cultural creative and artistic perspective. backgrounds? Which of them are fulfilled for them and  Create a collage, mural, sculpture, poem and/or musical which ones are fulfilled for each one of us? It is also piece with or without lyrics…where they express their suggested to consult Human Rights: thematic index. experiences as a conclusion and summary. This can be Based on the answers given, they will be able to create a individual or in groups. chart containing the similarities and differences that they  Show these artistic works. believe exist between boys and girls of different social and  Finally, families could be invited to an Open Day at the cultural backgrounds. school to see these works. In addition, photos and texts 7.2.3. 3rd Activity: Analyze the changes in society and of this work could be published on the school blog/web the place that their personal and social / cultural page, and could also be sent to the local and state values occupy, recognizing their functionality and newspapers. repercussions. The values of communication, intrinsic happiness above materialism, respect and Acknowledgements generosity will be discussed and reflected upon We are very grateful to all pupils than have participated in  Interpretation and representation of processes of this study, as well as the members of the school management historical change  Analysis and interpretation of some works of art from for facilitating all work. Special thanks to Katie Howarth for her invaluable help in different perspectives (sociological, iconographic ...) translating this study. using various information about the historical context, the author, the public, etc. Appendix Name: ______________________________ Date: _________________________ Q1. Which of these children would you like to choose as friends? Why? A B C Universal Journal of Educational Research 5(5): 881-890, 2017 889 D E F ___________________________________________________________________________________________________ ___________________________________________________________________________________________________ ___________________________________________________________________________________________________ Q2. What is happiness for you? ___________________________________________________________________________________________________ ___________________________________________________________________________________________________ ___________________________________________________________________________________________________ Q3. Where have you learnt that the response you gave to Q2 is the source of happiness? ___________________________________________________________________________________________________ ___________________________________________________________________________________________________ ___________________________________________________________________________________________________ Q4. From whom have you learnt that definition of happiness? ___________________________________________________________________________________________________ ___________________________________________________________________________________________________ ___________________________________________________________________________________________________ [10] Kelly; The psychology of personal constructs. Norton, New York, 1955. REFERENCES [11] Allport, G. W., The historical background of modern social psychology. En G. 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