Transcript The Construction of Korean Youth Happiness Index

The Construction of
Youth Happiness Index in Korea
Shinyoung Kim(Ph.D in sociology)
National Youth Policy Institute
June.28. 2007
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Why do we develop an index in the first place?
1.To facilitate concise and comprehensive understanding of
social phenomenon
2. To make comparisons cross-sectionally and longitudinally
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How to measure happiness?
▪ measurement should be based on the conceptual
understanding
▪ several issues emerge, most of all
- how to define “various aspects of human life” exhaustively?
- how to combine cognitive aspects with emotional aspects?
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1st issue:
how to define “various aspects of human life”?
▪ matter of securing “content validity” in methodological term
▪ no standard classification up to now
▪ the human life is made of ………..
▪ practical solution is to look for previous research on this subject
▪ Child Well-Being Index made in 1999 by sociologists
in Duke University practical solution is to look for previous
research on this subject
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▪ About Child Well Being Index
- synthesis of subjective well-being approach and objective social
indicator approach in the sense that
- classify major domains of human life through comprehensive
literature review on subjective well-being and life satisfaction
- measures objective hard indexes based on life domain classification
- seven life domains
- material well-being, health, safety, achievement, participation
in community, social relationship, and emotional well-being
- twenty eight indicators
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Korean Youth Happiness Index
▪ borrow the classification of life domains from the CWI
▪ difficulty in finding comparable objective indicators due to lack
of longitudinal data
▪ decided to develop subjective indicators in each life domains
▪ depli survey and focus group interview
▪ final outcome
– forty indicators in six domains
-
economic well-being
satisfaction with self
safety
academic achievement
social relationship
emotional/psychological well-being
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1. economic well-being -three indicators
▪ Two sub-dimensions: class identification and satisfaction with
economic situation
▪ Which social class do you think your family belongs to?
▪ I am satisfied with my family's financial circumstance.
▪ I am satisfied with my own financial
circumstance.
▪
2. satisfaction with the self
▪
▪
▪
▪
I think my health is in a good condition.
I am satisfied with my leisure life.
I like my looks
I like my personality.
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3. Safety
Two Sub-dimensions: safety in schools and safety in the neighborhood
1)
safety in schools
▪ I fear that someone in or around the school might hurt me.
▪ My school is filthy with litter scattered around.
▪ There is a certain place in school, where extortion, theft or physical
assault frequently takes place.
▪
▪ There are many juvenile delinquents in my school.
▪ Many juvenile delinquents are seen around the school.
2) Safety in the neighborhood
▪
▪
▪
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I fear that someone in my neighborhood might hurt me.
My neighborhood is filthy with litter scattered around.
My neighborhood has many dark and isolated places.
Many drunken people are seen around my neighborhood at night.
Teens in group are often seen around my neighborhood.
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4. Academic Achievement
▪ Are you satisfied with your academic performance?
5. Social Relationships
- Three sub-dimensions
▪
1) relationships within family
▪ I try to spend as much time as possible with my parents.
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▪
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My parents always let me know that they love me and care about me
My parents and I understand each other
I often talk with my parents about what I want to do in the future.
I get along well with my sibling(s)
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2) relationships with school teachers
▪ I get along well with my teachers.
▪ I am not reluctant to talk with my teachers about what troubles me.
▪ My teacher always lets me know how much s/he cares about me.
▪
3) relationships with friends
▪
▪
▪
▪
I
I
I
I
hope to remain as their close friends for long.
enjoy being with them.
try to think and feel in a way they do
can talk to my close friends about what troubles me.
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6. Emotional/Psychological well-being
-Two sub-dimensions: positive vs negative
(not necessarily negatively correlated)
1)
positive dimension
▪ I found something that interested or intrigued me.
▪
▪
▪
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2)
I felt proud of myself after being praised about what I have done.
▪
I felt excited about what I have accomplished.
There was a point where I was the happiest.
I felt many things have played out the way I wished.
negative dimension
▪ I felt so anxious that I couldn't calmly sit in the chair.
▪ I felt lonely and isolated from others.
▪ I felt bored.
▪ I felt miserable and unhappy
▪ I felt offended by someone who criticized me.
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Methodology
1. Data: National Sample of 9th, 10th, grade students
(approximately 2,000)
▪
2. Fieldworks: done by Survey Research Center(KGSS)
3. weighting strategy: Principle component methods
- transform factor loadings for each item to its
proportions
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More on weighing issue...
1. Reliability Check for Multiple Indicators
2. Standardize Raw Scores of Indicators
▪
3. Produce Transformed Variables through Repeated CFA
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The Weights of Each Indicators are Proportions of Their Coefficients in CFA
factor loading of Xi
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The Weights for Final Happiness Index
9th
10th
Economic Well-Being
.610(.20)
.489(.14)
Satisfaction with Self
.716(.23)
.749(.22)
Safety
.277(.09)▪
.410(.12)
Academic Achievement
.312(.10)
.371(.11)
Social Relationships
.633(.21)
.656(.19)
Emo/Psy Well-Being
.527(.17)
.728(.21)
The Ranks of Individual Life Domains are Stable !!!
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Happiness Index Score
in Korea
70.00
51.98
48.95
55.01
▪
35.00
0.00
total
9th grade
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10th grade
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The Scores of Each Life Domains
Mean
N
Economic Well-Being
49.12
1923
Satisfaction with Self
52.95
1925
65.44 ▪
1926
Academic Achievement
25.76
1902
Social Relationships
44.73
1803
Emo/Psy Well-Being
57.00
1931
Safety
1. High on Safety and Emo/Psy Well-Being
2. Low on Academic Achievements
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Happiness Scores by Groups
male
MEAN
S.D
N
56.11
12.99
470
F=7.169**
Gender
Female
53.59
14.08
363
High
59.09
13.93
52
Middle
55.81
12.93
▪
677
Low
47.78
14.78
104
High
57.87
13.12
251
Middle
55.28
13.84
268
Low
52.37
13.36
252
General
54.48
13.45
566
School
Vocationa
l
56.16
13.64
267
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Social
Class
Academi
c
Ranks
Types of
p < .05,
F
p < .01,
F=19.193***
F=10.505***
F=2.807
***
p < .001
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Concluding Remarks
1. What Does 52 out 100 Mean?
2. Limited Data Considering the Official Age Span of "Youth"
▪
3. Survey in 2007
1) Extended Age Span (7th - 12th)
2) Approximately 6,200
3) Data Cleaning Stage
4) Trend and Cohort Analysis
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Thank you very much!!!!
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