Are Strengths the Solution? An Exploration of the Relationships among Teacher-Rated Strengths, Classroom Behaviour, and Academic Achievement of Young Students

Autor/inn/en	Whitley, Jessica; Rawana, Edward P.; Pye, Melissa; Brownlee, Keith
Titel	Are Strengths the Solution? An Exploration of the Relationships among Teacher-Rated Strengths, Classroom Behaviour, and Academic Achievement of Young Students
Quelle	In: McGill Journal of Education, 45 (2010) 3, S.495-510 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0024-9033
Schlagwörter	Foreign Countries; Academic Achievement; Grade 1; Correlation; Student Behavior; Student Characteristics; Grade 2; Gender Differences; Prosocial Behavior; Peer Relationship; Elementary School Teachers; Resilience (Psychology); Measures (Individuals); Canada + Suchen Sie Ihr Suchwort? Ausland; Schulleistung; School year 01; 1. Schuljahr; Schuljahr 01; Korrelation; Student behaviour; Schülerverhalten; School year 02; 2. Schuljahr; Schuljahr 02; Geschlechterkonflikt; Peer-Beziehungen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Messdaten; Kanada
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. (Contains 3 tables.) (As Provided).
Anmerkungen	McGill Journal of Education. McGill University, 3700 McTavish Street, Montreal, Quebec H3A 1Y2, Canada. Tel: 514-398-4246; Fax: 514-398-4529; Web site: http://mje.mcgill.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10