Résumés
Abstract
Strength-based approaches are being increasingly validated for use in clinical settings with children and youth. However, the role that strengths play in educational settings with typically-achieving students has yet to be examined. The present study explored the relationship among strengths, classroom behaviour, and academic achievement for a sample of 54 students in Grades 1 and 2. Results showed that teachers rated female students as having more strengths than male students. For both sexes, academic achievement was most highly related to strengths in School Functioning and prosocial behaviour. Strengths in Peer Relationships were significantly related to achievement only for male students. Discussion of these findings, as well as implications for practice are presented.
Résumé
Les approches fondées sur les forces sont de plus en plus reconnues et utilisées dans les milieux cliniques oeuvrant auprès d’enfants et de jeunes. Cependant, le rôle joué par les forces dans le domaine éducationnel avec des élèves habituellement performants demeure encore à explorer. La présente étude analyse les relations existant entre les forces, le comportement en classe et la réussite académique d’un échantillon de 54 élèves de première et deuxième années. Les résultats indiquent que les enseignants évaluent les élèves féminines comme possédant davantage de forces que leurs collègues masculins. Pour les élèves des deux sexes, la réussite académique est fortement liée aux forces relatives au fonctionnement à l’école et au comportement pro-social. Les forces apparentées aux relations avec les pairs ont un effet sur la réussite uniquement dans le cas des élèves masculins. Ces résultats ainsi que leurs implications pratiques sont présentés dans cet article.
Parties annexes
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