000			01907cam a2200265 4500500
005			20250122191711.0
041			_afre
042			_adc
100	1	0	_aBacro, Fabien _eauthor
700	1	0	_a Guimard, Philippe _eauthor
700	1	0	_a Florin, Agnès _eauthor
700	1	0	_a Ferrière, Séverine _eauthor
700	1	0	_a Gaudonville, Tiphaine _eauthor
245	0	0	_aPerceived well-being, academic performance, and quality of life of children in primary and secondary school: A longitudinal study
260			_c2017.
500			_a27
520			_aThis study aims to describe different profiles of school well-being in primary and secondary school and to determine whether these profiles are associated with academic performance, school satisfaction, and the overall quality of life of students evaluated one year later. 557 students attending primary school (N = 253) and secondary school (N = 354) were followed over one year. The analyses carried out allowed us to distinguish 3 profiles of school well-being from the scores obtained in the various elements of the BE-Scol Questionnaire (Guimard et al., 2015) during the first year: Satisfied and Serene (SS), Poorly Satisfied but Serene (PSS), Poorly Satisfied and Worried (PSI) children. Furthermore, these profiles appeared to be related to the academic performance, school satisfaction, and life satisfaction of students evaluated one year later. These results confirm the interest of a multidimensional assessment of well-being in school and its role in both the academic success and the quality of life of children.
690			_aprimary school
690			_awell-being
690			_alongitudinal study
690			_aschool satisfaction
690			_amiddle school
786	0		_nEnfance | o 1 | 1 | 2017-03-01 | p. 61-80 | 0013-7545
856	4	1	_uhttps://shs.cairn.info/journal-enfance2-2017-1-page-61?lang=en&redirect-ssocas=7080
999			_c714012 _d714012