The purpose of this study is to investigate the influence of self-discouragement and psychological well-being on children’s self-encouragement. For this study, data was collected from a survey targeting 253 fifth and sixth graders at S elementary school located in J-si, Jeollabuk-do. In order to measure each variable, we constructed a questionnaire consisting of questions related to self-discouragement, psychological well-being and self-encouragement. The data collected from the survey was analyzed via the SPSS/WIN 21.0 statistical program. Results of the research is as follows. First, the whole self-discouragement has greatly a negative influence on children’s self-encouragement. But, each of the sub-factors of self-discouragement has a different P-value on children’s self-encouragement. Cognitive self-discouragement and behavioral self-discouragement has a considerable negative influence on children’s self-encouragement. While emotional self-discouragement has no influence on children’s self-encouragement. Second, the whole psychological well-being has greatly a positive influence on children’s self-encouragement. Among the sub-factors of psychological well-being are: interpersonal relationships, self-acceptance, power of the environment and the purpose of life. These sub-factors have a positive influence on children’s self-encouragement. On the other hand, self-regulation/personal growth has no influence on children’s self-encouragement. Therefore, this study serves to demonstrate that various programs need to be developed to reduce cognitive self-discouragement and behavioral self-discouragement in children and increase the psychological well-being of the children.