Cross-cultural differences in children’s conceptualizations of happiness at school
Children’s happiness at school has been mainly investigated from a quantitative perspective, largely overlooking what children understand by happiness and whether their conceptualizations are shaped by culture. Hence, in the present study, using a quantification of qualitative data, we investigated whether English (n = 421, M = 10.63 years, 223 girls) and Spanish (n = 223, M = 11.13 years, 112 girls) children reported different conceptualizations of happiness at school.