exploration of the relationships between strengths, academic performance, and classroom behavior in young 世界杯2022赛程表淘汰赛
abstract
positive psychology is a theoretical framework, which emphasizes the importance
of understanding and utilizing individuals’ strengths, as opposed to focusing on their
deficits. since this framework is relatively new, there is little research that has explored
the utility of strengths in a school setting, and in particular, the relationship between
young 世界杯2022赛程表淘汰赛
’ strengths, their academic performance, and classroom behavior. the
current study examined these relationships through the use of 3 questionnaires: 1) the
teacher rating scale (trs) of the behavioral emotional rating scales (bers 2;
epstein, 2004), 2) a modified version of the strength assessment inventory (sat,
rawana, brownlee, & hewitt, 2006), and 3) a modified version of the teacher report
form (trf) from the achenbach system of empirically based assessment (aseba;
achenbach & rescorla, 2001). it was hypothesized that: i) all 世界杯2022赛程表淘汰赛
, regardless of
academic performance and behavior, will have some strengths in all domains measured,
2) strengths will be positively correlated with academic performance, 3) scores on the
bers 2 will be negatively correlated with scores on the trf, and additionally, 4) total
scores on the bers 2 and the s ai will be highly positively correlated and those scales
that measure overlapping content areas will be more highly correlated than other scales.
data was analyzed using both pearson correlations and canonical correlations, and
yielded results that supported all hypotheses. perhaps most interestingly, strengths were
found to be related to both performance and behavior, however, the nature of the
relationship was different for boys and girls.
collections
- retrospective theses [1604]