This study examined the effects of self-esteem on resilience and school happiness of high school students participating in school sports clubs. We aimed to provide primary data on the role of school sports clubs in the promotion of school happiness and how they can be used for this purpose. Through convenience sampling, this research selected around 324 Korean high school students (84 for a preliminary and 240 for a primary survey) participating in school sports clubs. For data analyses, we used frequency, reliability and validity tests, descriptive statistics, correlation analysis, and multiple regression analysis. Results were: First, there was a significant correlation between self-esteem, resilience, and school happiness; second, positive self-esteem had positive effects on all subfactors of resilience, and negative selfesteem had negative effects on these same subfactors; third, positive self-esteem had positive effects on all subfactors of school happiness, and negative self-esteem had negative effects on some subfactors (student-teacher relationship, environmental satisfaction, learning activity pleasure, and psychological stability). Therefore, the development of ways to expand school sports clubs may help to enhance high school students' self-esteem and resilience, so that students, who spend most of their time in school, can feel happy in this daily recurring setting.

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School students can gain various advantages such as self-esteem and resilience through sports activities. This study examined the effects of self-esteem on resilience and school happiness of School students participating in school sports clubs. We aimed to provide primary data on the role of school sports clubs in the promotion of school happiness and how they can be used for this purpose. Through convenience sampling, this research selected around 324 Korean School students (84 for a preliminary and 240 for a primary survey) participating in school sports clubs. For data analyses, we used frequency, reliability and validity tests, descriptive statistics, correlation analysis, and multiple regression analysis. Results were: First, there was a significant correlation between self-esteem, resilience, and school happiness; second, positive self-esteem had positive effects on all subfactors of resilience, and negative self-esteem had negative effects on these same subfactors; third, positive selfesteem had positive effects on all subfactors of school happiness, and negative self-esteem had negative effects on some subfactors (student-teacher relationship, environmental satisfaction, learning activity pleasure, and psychological stability). Therefore, the development of ways to expand school sports clubs may help enhancing School students' self-esteem and resilience, so that students, who spend most of their time in school, can feel happy in this daily recurring setting.

For a smooth daily life, students need to improve their interpersonal skills and social and emotional competences. Research on the relationship between peers as a social relationship factor in a learning environment is considered important, and studying the relationship between teachers as well as peers is required. Accordingly, this study aimed to examine the effects on students' psychological needs and social-emotional competence of relatedness support from the teacher and peers in a physical education class. This study administered a questionnaire-based survey to 379 middle school students in their 1st grade to3rd grade in South Korea and applied descriptive statistics, correlation analysis, and structural equation modeling to the data. The researcher visited the school of students who had agreed to participate in the study to fully explain the research purpose and proceeded with it by complying with the Statistics Act and research ethics. First, relatedness support from the teacher and peers positively impacted students' psychological needs. Second, their psychological needs positively influenced their social-emotional capacity in the physical education class. Third, the students' psychological needs mediated the relationship between relatedness support from teachers and peers and social-emotional competence in physical education class. The study results suggest the need for social-emotional learning programs to help improve the relationship between teachers and peers and enhance the social and emotional competences of students. Physical education teachers should create a relationshipbased learning environment where students can improve the understanding and care of themselves and others and communication skills, actively participate in the learning process, and develop practical skills to control their emotions.

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