School Effects on the Wellbeing of Children and Adolescents

Well-being is a multidimensional construct, with psychological, physical and social components. As theoretical basis to help understand this concept and how it relates to school, we propose the Self-Determination Theory, which contends that self-determined motivation and personality integration, growth and well-being are dependent on a healthy balance of three innate psychological needs of autonomy, relatedness and competence. Thus, current indicators involve school effects on children’s well-being, in many diverse modalities which have been explored. Some are described in this chapter, mainly: the importance of peer relationships; the benefits of friendship; the effects of schools in conjunction with some forms of family influence; the school climate in terms of safety and physical ecology; the relevance of the teacher input; the school goal structure and the implementation of cooperative learning. All these parameters have an influence in promoting optimal functioning among children and increasing their well-being by meeting the above mentioned needs. The empirical support for the importance of schools indicates significant small effects, which often translate into important real-life effects as it is admitted at present. The conclusion is that schools do make a difference in children’s peer relationships and well-being

Perceptions de la douance chez les élèves doués dans un centre de services scolaires québécois

This study aims to explore the perceptions of giftedness among24 gifted students aged 6 to 11 from a Quebec School Board. Sub-ject to an exploratory lexical analysis (using ALCESTE software) anda thematic analysis (using NVivo software), the results highlightthe inherent plurality of perceptions of giftedness within a groupof gifted students. In addition, the intellectual and socioaffectivedimensions are at the heart of how these students perceive theirstatus as gifted children/students. Questioning the perceptions ofgiftedness with this population allows us to consider the realityof these young people in all its diversity but also highlights theirparticular needs.Cette étude vise à explorer les perceptions de la douance chez24 élèves doués âgés de 6 à 11 ans dans un centre de services sco-laires québécois. Soumis à une analyse lexicale exploratoire (à l’aidedu logiciel ALCESTE) puis à une analyse thématique (à l’aide dulogiciel NVivo), les résultats soulignent la pluralité inhérente auxperceptions de la douance au sein d’un groupe d’élèves doués. Deplus, les dimensions intellectuelles et socioaffectives sont au coeurde la fac¸ on dont ces élèves appréhendent leur statut d’enfant/élèvedoué. Interroger les perceptions de la douance auprès de cettepopulation permet d’envisager la réalité de ces jeunes dans toutesa diversité, mais aussi de souligner leurs besoins spécifiques

Perceptions de la douance chez les élèves doués dans un centre de services scolaires québécoise = Perceptions of giftedness among gifted students in a Quebec school board

Résumé Cette étude vise à explorer les perceptions de la douance chez 24 élèves doués âgés de 6 à 11 ans dans un centre de services scolaires québécois. Soumis à une analyse lexicale exploratoire (à l’aide du logiciel ALCESTE) puis à une analyse thématique (à l’aide du logiciel NVivo), les résultats soulignent la pluralité inhérente aux perceptions de la douance au sein d’un groupe d’élèves doués. De plus, les dimensions intellectuelles et socioaffectives sont au cœur de la façon dont ces élèves appréhendent leur statut d’enfant/élève doué. Interroger les perceptions de la douance auprès de cette population permet d’envisager la réalité de ces jeunes dans toute sa diversité, mais aussi de souligner leurs besoins spécifiques. This study aims to explore the perceptions of giftedness among 24 gifted students aged 6 to 11 from a Quebec School Board. Subject to an exploratory lexical analysis (using ALCESTE software) and a thematic analysis (using NVivo software), the results highlight the inherent plurality of perceptions of giftedness within a group of gifted students. In addition, the intellectual and socioaffective dimensions are at the heart of how these students perceive their status as gifted children/students. Questioning the perceptions of giftedness with this population allows us to consider the reality of these young people in all its diversity but also highlights their particular needs

Cohort profile : the Quebec adipose and lifestyle investigation in youth cohort

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