The Moderating Effect of Optimistic Thinking on the Relationship between Sixth-Grade Elementary School Children's Daily Hassles and Subjective Well-Being

Abstract

The current study examined the relations between sixth-grade elementary school children's perceptions of daily hassles, optimistic thinking, and subjective well-being.This study also investigated the moderating effect of optimistic thinking on the relationship between daily hassles and subjective well-being.A total of 474 sixth-grade elementary school children participated in this study.First, children's daily hassles were negatively related to optimistic thinking and subjective well-being.As children perceived higher levels of daily hassles, they showed lower levels of optimistic thinking and subjective well-being.Children's optimistic thinking was positively related to subjective well-being.Second, children's optimistic thinking moderated the relations between daily hassles and subjective well-being.Specifically, for children with higher levels of optimistic thinking, their subjective well-being decreased with increasing levels of daily hassles related to parents and teachers.However, for children with lower levels of optimistic thinking, there was no relation between daily hassles and subjective well-being.These findings suggest that optimistic thinking could be an important means by Korean J.

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