Happy Home: Happiness at Home as a Lifelong Education Environment

Öz

The Covid-19 pandemic has caused many emergency changes around the world. While schools and workplaces are often closed; homeschooling and working at home increased. Most of the community stayed at home as a result of curfews. With this research, it is aimed to discuss the happy home phenomenon. The mixed method was adopted in the study. A total of 81 participants, consisting of 45 mothers, 24 fathers and 12 students, determined by the maximum variation sampling method constitute the study group. The data obtained using the Oxford Happiness Scale-Short Form and semi-structured interview form were analyzed with the SPSS package program and content analysis. According to the quantitative results of the study, the happiness of mothers, fathers and children is at a moderate level. According to the results of qualitative research conducted simultaneously, mothers are happy with family, health, books and kitchen; on the other hand, fathers are happy with family, food and television; children are also happy with playing games, technological tools and toys.

Anahtar Kelimeler

• Happiness,
• Happy home
• Lifelong education

Kaynakça

1. Alqahtani, A. Y., & Rajkhan, A. A. (2020). E-learning critical success factors during the covid-19 pandemic: A comprehensive analysis of e-learning managerial perspectives. Education Sciences, 10(9), 216-231.
2. Bhamani, S., Makhdoom, A. Z., Bharuchi, V., Ali, N., Kaleem, S., & Ahmed, D. (2020). Home learning in times of COVID: Experiences of parents. Journal of Education and Educational Development, 7(1), 9-26.
3. Brodeur, A., Clark, A. E., Fleche, S., & Powdthavee, N. (2021). COVID-19, lockdowns and well-being: Evidence from Google Trends. Journal of public economics, 193, 1-56.
4. Brom, C., Lukavský, J., Greger, D., Hannemann, T., Straková, J., & Švaříček, R. (2020). Mandatory Home Education During the COVID-19 Lockdown in the Czech Republic: A Rapid Survey of 1st-9th Graders' Parents. In Frontiers in Education (Vol. 5, p. 103). Frontiers.
5. Burns, T. and F. Gottschalk (eds.) (2020), Education in the Digital Age: Healthy and Happy Children, Educational Research and Innovation, OECD Publishing, Paris, https://doi.org/10.1787/1209166a-en.
6. Büyüköztürk, Ş., Çokluk, Ö., & Köklü, N. (2012). Sosyal bilimler için istatistik (11. Baskı). Ankara: Pegem Akademi.
7. Chen, C., Yuan, Z., & Zhu, H. (2020). Playing, parenting and family leisure in parks: exploring emotional geographies of families in Guangzhou Children’s Park, China. Children's Geographies, 18(4), 463-476.
8. Chick, R. C., Clifton, G. T., Peace, K. M., Propper, B. W., Hale, D. F., Alseidi, A. A., & Vreeland, T. J. (2020). Using technology to maintain the education of residents during the COVID-19 pandemic. Journal of surgical education, 77(4), 729-732.

9. Coppola, M., Immacolata, S., & Masullo, G. (2020). Parents in Pandemic: parents’ perceptions of risks and psychological, relational, and pedagogical needs in childhood during the COVID-19 emergency in Italy. http://dspace.epoka.edu.al/handle/1/1881
10. Creswell, J. W. (2012). Educational research : planning, conducting, and evaluating quantitative and qualitative research (4. Baskı). USA: Pearson Education Inc.
11. Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4. Baskı). Thousand Oaks, CA: Sage.
12. Cummins, R. A. (2018). The golden triangle of happiness: Essential resources for a happy family. International Journal of Child, Youth and Family Studies, 9(4), 12-39. Daniel, S. J. (2020). Education and the COVID-19 pandemic. Prospects, 49, 91-96.
13. Doğan, T., & Çötok, N. A. (2011). Oxford mutluluk ölçeği kısa formunun Türkçe uyarlaması: Geçerlik ve güvenirlik çalışması. Turkish Psychological Counseling and Guidance Journal, 4(36). 165-172
14. Fidan, M. (2020). Covı̇d-19 Belı̇rsı̇zlı̇ğı̇nde Eğı̇tı̇m: İlkokulda Zorunlu Uzaktan Eğı̇tı̇me İlı̇şkı̇n Öğretmen Görüşlerı̇. Uşak Üniversitesi Eğitim Araştırmaları Dergisi, 6(2), 24-43.
15. Garbe, A., Ogurlu, U., Logan, N., & Cook, P. (2020). Parents’ experiences with remote education during covıd-19 school closures. American Journal of Qualitative Research, 4(3), 45-65.
16. Gassman-Pines, A., Ananat, E. O., & Fitz-Henley, J. (2020). COVID-19 and parent-child psychological well-being. Pediatrics, 146(4).1-11.
17. Giorgi, A. (1997). The theory, practice, and evaluation of the phenomenological method as a qualitative research procedure. Journal of phenomenological psychology, 28(2), 235-260.
18. Giovanis, E., & Ozdamar, O. (2020). Who is Left Behind? Altruism of Giving, Happiness and Mental Health during the Covid-19 Period in the UK. Applied research in quality of life, 1-26. https://doi.org/10.1007/s11482-020-09900-8
19. Guo, J., De Carli, P., Lodder, P., Bakermans-Kranenburg, M. J., & Riem, M. (2021). Maternal mental health during the COVID-19 lockdown in China, Italy, and the Netherlands: a cross-validation study. Psychological medicine, 1–11. Advance online publication. https://doi.org/10.1017/S0033291720005504
20. Hermann, D. (2010). One happy family. In F. du Toit & E. Doxtader (Eds.), In the balance: South Africans debate reconciliation (pp. 118-124). Auckland Park: Jacana.
21. Ho, H. C., Mui, M., Wan, A., Ng, Y. L., Stewart, S. M., Yew, C., ... & Chan, S. S. (2016). Happy Family Kitchen: A community-based research for enhancing family communication and well-being in Hong Kong. Journal of Family Psychology, 30(6), 752.
22. Keeling, C., & Haugestad, A. (2020). Digital Student Preferences: a study of blended learning in Norwegian higher education. Nordic Journal of Modern Language Methodology, 8(2), 89-112.
23. Langlois, S., Xyrichis, A., Daulton, B. J., Gilbert, J., Lackie, K., Lising, D., ... & Khalili, H. (2020). The COVID-19 crisis silver lining: interprofessional education to guide future innovation. Journal of interprofessional care, 34(5), 587-592.
24. Lee, Y. H., Chi, Y. S., & Choi, B. A. (2005). Guidelines for Happiness: Lessons from the Cases in the'Happy Family Story Contest'. Journal of Korean Home Management Association, 23(1), 41-51.
25. Lie, A., Tamah, S. M., Gozali, I., Triwidayati, K. R., Utami, T. S. D., & Jemadi, F. (2020). Secondary school language teachers’ online learning engagement during the COVID-19 pandemic in Indonesia. Journal of Information Technology Education: Research, 19, 803-832.
26. Lobe, B., Morgan, D., & Hoffman, K. A. (2020). Qualitative data collection in an era of social distancing. International Journal of Qualitative Methods, 19, https://doi.org/10.1177/1609406920937875
27. Möhring, k., Naumann, E., Reifenscheid, M., Wenz, A., Rettig, T., Krieger, U., Friedel, S., Finkel, M., Cornesse, C., & Blom, A. G. (2021). The COVID-19 pandemic and subjective well-being: longitudinal evidence on satisfaction with work and family, European Societies, 23(1), 601-617, DOI: 10.1080/14616696.2020.1833066
28. Ohlbrecht, H., & Jellen, J. (2021): Unequal tensions: the effects of the coronavirus pandemic in light of subjective health and social inequality dimensions in Germany, European Societies, DOI: 10.1080/14616696.2020.1852440
29. Patrick, S. W., Henkhaus, L. E., Zickafoose, J. S., Lovell, K., Halvorson, A., Loch, S., ... & Davis, M. M. (2020). Well-being of parents and children during the COVID-19 pandemic: a national survey. Pediatrics, 146(4). DOI: https://doi.org/10.1542/peds.2020-016824
30. Rose S. (2020). Medical student education in the time of COVID19. JAMA. 323(21), 2131-2132.
31. Valero-Moreno, L. Lacomba-Trejo, A. Tamarit, et al., (2021). Psycho-emotional adjustment in parents of adolescents: A cross-sectional and longitudinal analysis o..., Journal of Pediatric Nursing,https://doi.org/10.1016/j.pedn.2021.01.028
32. Shearer, R. L., Aldemir, T., Hitchcock, J., Resig, J., Driver, J., & Kohler, M. (2020). What students want: A vision of a future online learning experience grounded in distance education theory. American Journal of Distance Education, 34(1), 36-52.
33. Slater, S. J., Christiana, R. W., & Gustat, J. (2020). Recommendations for Keeping Parks and Green Space Accessible for Mental and Physical Health During COVID-19 and Other Pandemics. Preventing chronic disease, 17, E59. https://doi.org/10.5888/pcd17.200204
34. Song, Y., & Gao, J. (2020). Does telework stress employees out? A study on working at home and subjective well-being for wage/salary workers. Journal of Happiness Studies, 21(7), 2649-2668.
35. Suppawittaya, P., Yiemphat, P., & Yasri, P. (2020). Effects of social distancing, self-quarantine and self-isolation during the COVID-19 pandemic on people’s well-being, and how to cope with it. International Journal of science and healthcare research, 5(2), 12-20.
36. Suryaman, M., Cahyono, Y., Muliansyah, D., Bustani, O., Suryani, P., Fahlevi, M., ... & Munthe, A. P. (2020). COVID-19 pandemic and home online learning system: Does it affect the quality of pharmacy school learning?. Systematic Reviews in Pharmacy, 11(8), 524-530.
37. Susilowati, E. & Azzasyofia, M. (2020). The parents stress level in facing children study from home in the early of Covid-19 pandemic in Indonesia. International Journal of Science and Society, 2(3), 1-12.
38. Veenhoven, R. (2005). Is life getting better? How long and happily do people live in modern society? European psychologist, 10(4), 330-343.
39. Waters, L. (2020). Using positive psychology interventions to strengthen family happiness: a family systems approach. The Journal of Positive Psychology, 15(5), 645-652.
40. Yıldırım, M., & Güler, A. (2021). Positivity explains how COVID-19 perceived risk increases death distress and reduces happiness. Personality and individual differences, 168, 110347. https://doi.org/10.1016/j.paid.2020.110347