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ERIC Number: EJ929944
Record Type: Journal
Publication Date: 2010
Pages: 16
Abstractor: As Provided
Reference Count: 58
ISSN: ISSN-0024-9033
Are Strengths the Solution? An Exploration of the Relationships among Teacher-Rated Strengths, Classroom Behaviour, and Academic Achievement of Young Students
Whitley, Jessica; Rawana, Edward P.; Pye, Melissa; Brownlee, Keith
McGill Journal of Education, v45 n3 p495-510 Fall 2010
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.)
McGill Journal of Education. McGill University, 3700 McTavish Street, Montreal, Quebec H3A 1Y2, Canada. Tel: 514-398-4246; Fax: 514-398-4529; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Elementary Secondary Education; Grade 1; Grade 2
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada