A growing body of research shows that much of an individual’s happiness is under their control. An acceptable definition of happiness is "happiness is a state of well-being that encompasses living a good life, one with a sense of meaning and deep contentment” [1].

Rationale

An increasing amount of research reveals that happiness can improve physical health and that positivity and fulfilment may benefit cardiovascular health, the immune system, inflammation levels, and blood pressure. Happiness has also been linked to a longer lifespan as well as a higher quality of life and well-being. The agreement among many positive psychology, spirituality, and happiness researchers [3-7] that happiness can be taught was summed up by the Dalai Lama [3] when he stated, "Our moment to moment happiness is largely determined by our outlook” (p. 22). But can happiness be taught? Growing and diverse organizations and educational institutions have developed and applied happiness programs and courses. So now the question is, are the outcomes of happiness courses measureable?

Participants in this study were Northern Arizona University students enrolled in the PRM 205 Happiness courses (campus/in person (N = 896) and distance/online (N = 984)) from the spring 2015 to fall 2023 spring semesters. Participants enrolled in the course to satisfy an aesthetic and human inquiry liberal study requirement, satisfy a PRM major requirement, or satisfy a personal interest. This was a pre-experimental study using a pre-test and post-test design with a convenience sample. Northern Arizona University students enrolled in the PRM 205 Happiness courses (campus/in person (N = 896) and distance/online (N = 984) from spring 2015 to fall 2023 semesters completed a pre- and post-online Fordyce Emotions Questionnaire [8]. The Fordyce Emotions Questionnaire is a brief measure of current happiness, and research supports that it is a valid measure of emotional well-being and global health [9]. A t-test paired with two samples for means was employed, taking each student’s pre- and post-survey scores. A separate t-test was applied to the scores for the campus/in person and distance/online courses to determine if any change in the students happiness scores had occurred between the beginning and the end of the course. The t-test analysis reduces the chance that a confounding variable will influence the results. A third t-test: Two Sample Assuming Unequal Variances was used to compare the differences in student pre-survey and post-survey scores between the campuses/in person or distance/Internet delivery mode. An alpha of 0.05 was used as the cut-off for significance. If the p-value is less than 0.05, we reject the null hypothesis and conclude that a significant difference does exist.

The results of this study conclude that happiness can be taught, as measured by the Fordyce Emotions Questionnaire, and that the course can be delivered on campus/in person or distance/Internet with equally positive results.

Table 1 shows the campus courses t-Test Paired Two Samples for Means. The results show the difference between Pre and Post scores was positive (t Stat= -23.751, df - 893, t Critical two-tail 1.9626). The t Stat -23.7510 was greater than the t Critical two-tail 1.9626. The course resulted in a significant increase in student happiness.

Table 2 shows the distance course t-Test Paired Two Samples for Means. The results show the difference between Pre and Post scores was positive (t Stat = -25.966, df = 981, t Critical two-tail 1.9623). The t Stat -25.966 was greater than the t Critical two-tail 1.9623.). The course resulted in a significant increase in student happiness.

Table 3 shows the Campus vs Distance Course Delivery t-Test: Two Sample Assuming Unequal Variances. The results show t Stat = 0.5184, df = 1845, t Critical two-tail = 1.9612 the null was accepted. This indicates there were no statistically significant differences increasing student happiness between the campus/in person and distance/online delivery modes.

A variety of studies have found that happy people live longer, are creative, tolerant, constructive, generous, undefensive, and playful. Happy people have higher job satisfaction, better health habits, lower blood pressure, endure pain better, have a stronger immune system, and are less likely to become disabled. They have more casual [4]. One explanation for the growing interest in positive psychology and happiness may be the increasing rates of depression in the United States. “Rates of depression are ten times higher today than they were in the 1960’s, and the average age for onset of depression is fourteen and a half compared to twenty-nine and a half in 1960” [10]. In our high-tech, high-speed, consumer-driven society, individuals are reaching out to find purpose and meaning in their lives. Happiness is not just about moments of joy, flow, pleasure, contentment, hope, or ecstasy, which are fleeting and inconsistent emotions. The nature of happiness is that its pursuit is an ongoing process on an infinite continuum and not a final destination. Teaching happiness in our educational institutions and communities will assist individuals in creating a purposeful and meaningful life.

The impetus for teaching “happiness” is best summed up by the Dalai Lama [3] when he said, “Cultivating greater happiness benefits not only oneself but also one’s family, community, and society” (p. xxiii).

Table 1: Campus Pre-Post.

Table 2: Distance Pre-Post.

Table 3: Campus vs Distance.

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