Le bien-être en contexte scolaire : intérêt d’une approche par triangulation méthodologique

Ferrière, Séverine; Bacro, Fabien; Florin, Agnès; Guimard, Philippe

doi:10.3917/cips.111.0341

Cited by 16 publications

(7 citation statements)

References 15 publications

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“…The school context is therefore seen as a key criterion for assessing the well-being of children. Children's quality of life is also an important indicator reported in international OECD surveys, as poor schooling has later consequences for the adult life course [48]. Finally, a positive school climate has an impact on children's happiness and well-being at school [45].…”

Section: Background On the Effects Of Ppismentioning

confidence: 99%

Effects of Positive Psychology Interventions on the Well-Being of Young Children: A Systematic Literature Review

Benoit¹,

Gabola²

2021

IJERPH

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Over the last 20 years, the effectiveness of positive psychology interventions for the development of the well-being of children and adolescents and the moderation of high levels of anxiety and depression in this population has been largely demonstrated. Emphasis has been placed on the promotion of well-being and prevention of mental health problems in the school context in order to foster, through positive psychology, the cognitive and socio-emotional development of primary and secondary students, e.g., by strengthening positive relationships, positive emotions, character strengths, optimism, and hope. However, little is known about the impact of these interventions on young children. This systematic review aims at examining the effects of positive psychology interventions on the well-being of early childhood children (<6 years old), both in the preschool education context with educators or teachers and also in the family context with parents. Several electronic databases were searched, and the findings systematically reviewed and reported by the PRISMA guidelines. Very few studies met the inclusion criteria (n = 3), highlighting the need for further research in this area. Indeed, all of the selected studies demonstrated the importance of positive psychology interventions with young children to promote positive aspects of development, such as gratitude, positive emotions, life satisfaction, accomplishment, positive relationship, or self-esteem. Limitations in the field are discussed.

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Section: Background On the Effects Of Ppismentioning

confidence: 99%

Effects of Positive Psychology Interventions on the Well-Being of Young Children: A Systematic Literature Review

Benoit¹,

Gabola²

2021

IJERPH

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“…Very few studies have been specifically devoted to SWB in schools in France (Lenoir 2012;Guimard et al 2015). This preoccupation is relatively recent in the French scientific literature (Lenoir 2012;Ferrière et al 2016).…”

Section: The French National Contextmentioning

confidence: 99%

The Subjective Well-Being of Students in Different Parts of the School Premises in French Middle Schools

Joing

Vors²,

Potdevin³

2019

Child Ind Res

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The aim of this study was to explore the spatial approach to well-being in French middle schools, drawing on an ecological model of child development to explore how student well-being varies through the day according to the part of the school premises they are in. 2028 (from 11 to 15 years old) students took part in the survey. The results confirm that a spatial approach is interesting because it reveals different levels of subjective well-being according to place. The results also show that the decrease in student well-being between the first and the fourth year is more about learning spaces; other spaces do not result in this decrease. Our study highlights the usefulness of this ecological framework and the importance of complementary qualitative approaches and studies in different cultural contexts for a better understanding of variations in student well-being.

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“…15 avec les travaux de Creswell et Clark (2007) et de Guérel et Pommier (2012, l'analyse des données a été effectuée à l'aide d'un protocole de recherche par méthode mixte nichée, à partir d'une approche par triangulation méthodologique (Ferrière et al, 2016). Ainsi, les représentations du bien-être des chefs d'établissement ont permis d'étayer les réponses quantitatives des élèves, quant à leur bien-être perçu.…”

Section: Conclusion Et Perspectivesunclassified

Le bien-être à l’école et au collège selon les élèves et les chefs d’établissements : des représentations différenciées

Gaudonville¹,

Ferrière²,

Guimard³

et al. 2017

rechercheseducations

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Le bien-être en contexte scolaire : intérêt d’une approche par triangulation méthodologique

Cited by 16 publications

References 15 publications

Effects of Positive Psychology Interventions on the Well-Being of Young Children: A Systematic Literature Review

Effects of Positive Psychology Interventions on the Well-Being of Young Children: A Systematic Literature Review

The Subjective Well-Being of Students in Different Parts of the School Premises in French Middle Schools

Le bien-être à l’école et au collège selon les élèves et les chefs d’établissements : des représentations différenciées

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