Modeling Happiness based on Intelligence, Academic Self-Efficacy with the Mediation of Teacher-Student Relationship

The present study seeks to model happiness based on intelligence, academic self-efficacy mediated by the teacher-student relationship.

The research method was descriptive and the research design was correlational and structural equations. Clusters were selected. Data were collected from the Oxford (1994) Happiness Questionnaire, Gardner (1983) Multiple Intelligence Questionnaire, Morgan and Jink (1998) Academic Self-Efficacy Questionnaire, the teacher-knowledge interaction of Wobels, Creighton (1993). The results of. The results of path analysis according to the main model of the study indicated that happiness is directly related to intelligence and academic self-efficacy, and with the presence of teacher-learner relationship as a mediating variable, happiness is significantly increased, as well as multiple dimensions of intelligence ( Interpersonal intelligence) and academic self-efficacy (talent) and teacher-student relationship (understanding) had the greatest effect on happiness.

In addition, the results of the structural model obtained from the goodness-of-fit indices for all endogenous latent variables are 0.077 and are acceptable, and other indices are equal to or higher than the critical value of 0.90, so the research model of good fit Enjoys. That is, the teacher-student relationship as a mediator in the relationship between the two variables of intelligence, academic self-efficacy has a good fit.

Overall, the teacher-student relationship has played a mediating role in relation to intelligence and academic self-efficacy, and confirms the fact that effective and constructive support from the teacher to strengthen students' positive beliefs and also encourage their abilities. It is effective in increasing happiness.