Method Participants The study included 287 female undergraduate students. They were freshmen enrolled in a written communication course that pertains to the general education curriculum of a Saudi Arabian university. All were full-time students. They were enrolled in either STEM majors, such as computer science, engineering, computer engineering, and architecture (n=116), or non- STEM majors, such as law, business, and interior design (n = 171). Students' ages ranged from 18 to 30. They were all Arabic-English bilingual speakers. Materials and Procedure During the second week of the fall semester, participants were asked to complete two questionnaires online. Before participants were given the questionnaires, they provided some demographic information, such as their age, major, and ID. To ensure confidentiality, IDs were immediately deleted after the data of the two questionnaires were connected. The Oxford Happiness Questionnaire (OHQ) of Hills and Argyle (2002) was intended to measure happiness. The questionnaire consisted of 29 items written in both English and Arabic. Their answers were to be reported on a 9-point Likert scale, ranging from never (0) to always (8). The LOGO II questionnaire of Eison et al. (1983) was used to measure students' academic orientation. The questionnaire consisted of 8 learning-oriented items and 8 grade- oriented items. As per the previous questionnaire, all items appeared in both English and Arabic. Students were asked to report the extent to which the behaviors described in each item would apply to them on a 5-point Likert scale from never (0) to always (4). The Arabic text had been developed by local scholars familiar with the constructs assessed by each of the questionnaires. Their work complied with the guidelines of the International Test Commission for test translation and adaptation (Muniz et al., 2013). Results Students' answers to the LOGO II questionnaire of Eison et al. (1983) were organized into two groups. Specifically, the answers to the 8 learning-oriented items were averaged to compute a learning orientation score. Similarly, the answers to the 8 grade-oriented items were averaged to compute a grade orientation score. A happiness score was also computed by averaging the answers to the 29 items of the Oxford Happiness Questionnaire of Hills and Argyle (2002). Descriptive statistics (mean and standard deviation) are illustrated in Table 1. Table 1 Descriptive Statistics Mean Standard Deviation Range Learning Orientation Grade Orientation Happiness 1.18 2.19 4.80 0.16 0.17 0.20 0-4 0-4 0-8 A Pearson correlation coefficient was computed between happiness scores and the learning-oriented scores. A positive correlation between the two variables was found [r = +0.22, n = 287, p