library_github.bib

@article{2008,
  title = {Supplemental {{Material}} for {{Extrinsic Rewards Undermine Altruistic Tendencies}} in 20-{{Month}}-{{Olds}}},
  year = {2008},
  doi = {10.1037/a0013860.supp},
  abstract = {The current study investigated the influence of rewards on very young children's helping behavior. After 20-month-old infants received a material reward during a treatment phase, they subsequently were less likely to engage in further helping during a test phase as compared with infants who had previously received social praise or no reward at all. This so-called overjustification effect suggests that even the earliest helping behaviors of young children are intrinsically motivated and that socialization practices involving extrinsic rewards can undermine this tendency.},
  journal = {Developmental Psychology}
}

@article{2011,
  title = {Erratum},
  year = {2011},
  volume = {48},
  pages = {302--302},
  doi = {10.1053/j.seminhematol.2011.08.001},
  file = {/Users/nicolasbressoud/Zotero/storage/J87DIUJ6/1-s2.0-S0037196311000722-main.pdf},
  journal = {Seminars in Hematology},
  number = {4}
}

@article{adesope2017,
  title = {Rethinking the {{Use}} of {{Tests}}},
  author = {Adesope, Olusola O and Trevisan, Dominic A and Sundararajan, Narayankripa},
  year = {2017},
  volume = {87},
  pages = {0034654316689306--0034654316689306},
  doi = {10.3102/0034654316689306},
  abstract = {The testing effect is a well-known concept referring to gains in learning and retention that can occur when students take a practice test on studied material before taking a final test on the same material. Research demonstrates that students who take practice tests often outperform students in nontesting learning conditions such as restudying, practice, filler activities, or no presentation of the material. However, evidence-based meta-analysis is needed to develop a comprehensive understanding of the conditions under which practice tests enhance or inhibit learning. This meta-analysis fills this gap by examining the effects of practice tests versus nontesting learning conditions. Results reveal that practice tests are more beneficial for learning than restudying and all other comparison conditions. Mean effect sizes were moderated by the features of practice tests, participant and study characteristics, outcome constructs, and methodological features of the studies. Findings may guide the use of practice tests to advance student learning, and inform students, teachers, researchers, and policymakers. This article concludes with the theoretical and practical implications of the meta-analysis.},
  journal = {Review of Educational Research},
  number = {3}
}

@article{al-azawei2016,
  title = {Universal {{Design}} for {{Learning}} ({{UDL}}): {{A Content Analysis}} of {{Peer Reviewed Journals}} from 2012 to 2015},
  shorttitle = {Universal {{Design}} for {{Learning}} ({{UDL}})},
  author = {{Al-Azawei}, Ahmed and Serenelli, Fabio and Lundqvist, Karsten},
  year = {2016},
  month = jun,
  volume = {16},
  pages = {39--56},
  issn = {1527-9316},
  doi = {10.14434/josotl.v16i3.19295},
  abstract = {The Universal Design for Learning (UDL) framework is increasingly drawing the attention of researchers and educators as an effective solution for filling the gap between learner ability and individual differences. This study aims to analyse the content of twelve papers, where the UDL was adopted. The articles were chosen from several databases and journals based on four criteria: 1) peerreviewed papers, 2) provision of empirical results, 3) focused on UDL as a framework, and 4) published from 2012 to 2015. Then, these studies were analysed according to seven themes: type of results, study beneficiary (learners, teachers, both), sample features, geographical region, data collection techniques, data analysis techniques, and learning modes. Most of the selected studies applied the UDL in a traditional or a blended learning mode, whereas only two studies evaluated its effectiveness in online learning environments. It is noteworthy that the majority of the experiments were carried out in the USA. Additionally, positive results of UDL implementation were yielded in eleven papers. These outcomes suggest that UDL is an efficient approach for designing flexible learning environments and accessible content. Such designs can match a wide mix of learner needs, abilities, background knowledge, educational experience, and cultural differences. However, further research is required in order to confirm the positive impacts of UDL in different educational settings and cultural backgrounds.},
  file = {/Users/nicolasbressoud/Zotero/storage/DDHAUVB8/Al-Azawei et al. - 2016 - Universal Design for Learning (UDL) A Content Ana.pdf},
  journal = {Journal of the Scholarship of Teaching and Learning},
  language = {en},
  number = {3}
}

@article{algoe2019,
  title = {Accepted Version ({{May}} 23, 2019). {{To}} Appear in {{Journal}} of {{Personality}} and {{Social Psychology}}: {{Interpersonal Relations}} and {{Group Processes}}.},
  author = {Algoe, Sara B and Dwyer, Patrick C},
  year = {2019},
  file = {/Users/nicolasbressoud/Zotero/storage/5HR4ZSWX/30fbd7_b9aa2c8615124e52b88478eab9154c25.pdf},
  journal = {Journal of Personality and Social Psychology}
}

@article{allison2020,
  title = {Flourishing {{Classrooms}}: {{Applying}} a {{Systems}}-{{Informed Approach}} to {{Positive Education}}},
  author = {Allison, Laura and Waters, Lea and Kern, Margaret L.},
  year = {2020},
  doi = {10.1007/s40688-019-00267-8},
  file = {/Users/nicolasbressoud/Zotero/storage/P37PVMFK/Allison2020_Article_FlourishingClassroomsApplyingA.pdf},
  journal = {Contemporary School Psychology}
}

@article{alsarmi2014,
  title = {Quantitative and Qualitative Statistical Indicators to Assess the Quality of Teaching and Learning in Higher Education Institutions},
  author = {Alsarmi, Abdullah M. and Hemyari, Zuhair A. Al},
  year = {2014},
  volume = {6},
  pages = {369--369},
  doi = {10.1504/IJIDS.2014.066631},
  abstract = {Quantitative and qualitative statistical indicators play a vital role in assessing the activities of higher education institutions and improving and strengthening the educational system. The research on applying statistical indicators to higher education has been done in many countries and international organisations (like UNESCO, World Bank, OECD and UNICEF). This study is intended to propose a set of quantitative and qualitative statistical indicators for assessing the quality of teaching and learning in higher education institutions. In this paper, five goals, 29 objectives were analysed and 150 performance indicators were proposed for higher education institutions. Instruments were distributed to 77 faculty members in 31 HEIs in the sultanate to assess the importance, variability, clarity of goals and objectives. Seven categories of statistical procedures were used to analyse the surveys. Conclusions and numerical results were then reported.},
  file = {/Users/nicolasbressoud/Zotero/storage/NK8T4EVG/Quanti_Quali_Indic_IJIDS0604042014.pdf},
  journal = {International Journal of Information and Decision Sciences},
  keywords = {2014,a,al-hemyari,alsarmi,and,educational activities,follows,indicators to,m,qualitative indicators,quantitative and qualitative statistical,quantitative indicators,reference to this paper,respondents,results,should be made as,statistical analyses,surveys,z},
  number = {4}
}

@article{amado2017,
  title = {Creativity Associated with the Application of a Motivational Intervention Programme for the Teaching of Dance at School and Its Effect on the Both Genders},
  author = {Amado, Diana and Sa, Pedro Antonio},
  year = {2017},
  pages = {1--14},
  issn = {1111111111},
  doi = {10.1371/journal.pone.0174393}
}

@article{amor2018,
  title = {International Perspectives and Trends in Research on Inclusive Education: A Systematic Review},
  author = {Amor, Antonio M. and Hagiwara, Mayumi and Shogren, Karrie A. and Thompson, James R. and Verdugo, Miguel {\'A}ngel and Burke, Kathryn M. and Aguayo, Virginia},
  year = {2018},
  volume = {0},
  pages = {1--19},
  doi = {10.1080/13603116.2018.1445304},
  journal = {International Journal of Inclusive Education},
  keywords = {Inclusion,international perspectives,literature review,students with disabilities,students with special educational needs},
  number = {0}
}

@article{amsterlaw2015,
  title = {Performance {{Young Children}} ' s {{Reasoning About}} the {{Effects}} of {{Emotional States}} on {{Academic Performance Physiological}}},
  author = {Amsterlaw, Jennifer and Lagattuta, Kristin Hansen and Meltzoff, Andrew N and Development, Source Child and Feb, No Jan},
  year = {2015},
  volume = {80},
  pages = {115--133},
  number = {1}
}

@article{andersen2017,
  title = {Student-Centered Instruction and Academic Achievement: Linking Mechanisms of Educational Inequality to Schools' Instructional Strategy},
  author = {Andersen, Ida Gran and Andersen, Simon Calmar},
  year = {2017},
  volume = {38},
  pages = {533--550},
  issn = {0142-5692},
  doi = {10.1080/01425692.2015.1093409},
  abstract = {Research in the sociology of education argues that the educational system provides different learning opportunities for students with different socioeconomic backgrounds and that this circumstance makes the educational process an important institutional context for the reproduction of educational inequality. Using combined survey and register data for more than 56,000 students in 825 schools, this article conducts the first empirical test of the argument that instructional strategies which emphasize student responsibility and activity, also referred to as student-centered instruction, increase educational inequality. We analyze whether the impact of student-centered instructional strategies on academic achievement differs for students with different socioeconomic backgrounds. Results suggest that a student-centered instructional strategy has a negative impact on academic achievement in general, and for students with low parental education in particular. Our findings support the argument that the instructional strategy of schools is an important mechanism in generating educational inequality through the stratification of learning opportunities. \textcopyright{} 2015 Taylor \& Francis},
  file = {/Users/nicolasbressoud/Zotero/storage/EVBCGHY8/Andersen, Andersen - 2017 - Student-centered instruction and academic achievement linking mechanisms of educational inequality to sch(2).pdf},
  journal = {British Journal of Sociology of Education},
  keywords = {Educational success,inequality of educational opportunity,instructional strategies,student-centered instruction},
  number = {4}
}

@article{archambault2012,
  title = {Teacher {{Beliefs}} as {{Predictors}} of {{Adolescents}}' {{Cognitive Engagement}} and {{Achievement}} in {{Mathematics}}},
  author = {Archambault, Isabelle and Janosz, Michel and Chouinard, Roch},
  year = {2012},
  volume = {105},
  pages = {319--328},
  issn = {0022-0671},
  doi = {10.1080/00220671.2011.629694},
  abstract = {ABSTRACT The authors explored the moderating effect of teachers' expectancies and general sense of efficacy on the relationship between students' achievement and their cognitive engagement and achievement 1 year later. They used hierarchical linear modeling with a longitudinal sample of 79 mathematics teachers and their 1,364 secondary school students coming from 33 schools serving disadvantaged communities in Qu\'ebec (Canada). Results indicate that teachers' self-reported beliefs directly influenced student academic experience. However, they did not influence more importantly low-achieving than high-achieving students. Such findings suggest that in schools serving low socioeconomic status students, teachers should be made aware of the role their attitudes can play on students' cognitive engagement and achievement. Special efforts should also be made to help them develop positive attitudes toward all students.},
  journal = {The Journal of Educational Research},
  keywords = {achievement,student engagement,teacher prac-},
  number = {5}
}

@article{asplund2009,
  title = {Driving {{Engagement}} by {{Focusing}} on {{Strengths}}},
  author = {Asplund, Jim},
  year = {2009},
  pages = {1--5},
  journal = {Gallup Management Journal},
  number = {November}
}

@book{associationpourladiffusiondesrecherchesensciencescognitivesdelanguefrancaise.1981,
  title = {Cahiers de Psychologie Cognitive.},
  author = {{Association pour la diffusion des recherches en sciences cognitives de langue fran{\c c}aise.}, F. F. and {Universit{\'e} de Provence.}, J.-M. and {Universit{\'e} d'Aix-Marseille II.}, O. and {PUENTES-NEUMAN}, G.},
  year = {1981},
  volume = {9},
  publisher = {{ADRSC}},
  abstract = {En 1993, la publication est suspendue et semble avoir \'et\'e absorb\'ee par "International journal of psychology" (0020-7594). Repara\^it en 1994 sans interruption de volumaison sous le titre : "CPC. Cahiers de psychologie cognitive."},
  keywords = {Age préscolaire,Análisis n dimensional,Analyse n dimensionnelle,Child,Cognición social,Cognition sociale,Desarrollo intelectual,Desarrollo moral,Desarrollo social,Développement intellectuel,Développement moral,Développement social,Edad preescolar,Enfant,Environnement social,Hombre,Homme,Human,Intellectual development,Interacción social,Interaction sociale,Medio ambiente social,Moral development,Multidimensional analysis,Niño,Parent child relation,Peer relation,Pensamiento,Pensée,Preschool age,Relación interpar,Relación pariente niño,Relation interpair,Relation parent enfant,Social cognition,Social development,Social environment,Social interaction,Thought}
}

@article{auger2016,
  title = {Creativity and {{Intrinsic Motivation}}: {{Exploring}} a {{Complex Relationship}}},
  author = {Auger, P. and Woodman, R. W.},
  year = {2016},
  volume = {52},
  pages = {342--366},
  doi = {10.1177/0021886316656973},
  abstract = {This research examines the link between intrinsic motivation and creativity using inductive theory building to explore the intrinsic motivation of creative people. Data were gathered at six case study sites in France using semidirective interviews to explore how creative people experience their creativity and motivation in various contexts. Data analysis suggested a 2 \texttimes{} 2 model of the types of intrinsic motivation for creativity composed of two creativity dimensions based on the relationship to the setting (independent vs. dependent) and the focus of the creative behavior (egocentric vs. other-centered). The model suggests promising avenues for further research, and the development of theory about the complex relationships between intrinsic motivation and creativity. Furthermore, the model suggests possible insights into ways to encourage and support intrinsic motivation, and hence creativity, in organizations.},
  journal = {The Journal of Applied Behavioral Science},
  keywords = {creative behavior,creativity linkages,intrinsic motivation},
  number = {3}
}

@article{azar2011,
  title = {Positive Psychology Advances , with Growing Pains},
  author = {Azar, By Beth and News, U S and Hill, Chapel},
  year = {2011},
  pages = {1--4},
  doi = {10.1037/e529422011-014},
  abstract = {Applications of positive psychology are moving ahead fast and furiously, but some question whether the interventions are outpacing the science. By Beth Azar April 2011, Vol 42, No. 4 Print version: page 32},
  journal = {The New York Times Magazine},
  keywords = {()}
}

@techreport{bell2019,
  title = {Positive {{Psychology Interventions}} in the {{Classroom}} for {{Students}} with {{Special Needs}}: {{First Book}}},
  author = {Bell, Jill G. and Cummings, Kellie and Simhai, Mina and Solodkin, Arlen},
  year = {2019},
  pages = {24--24},
  file = {/Users/nicolasbressoud/Zotero/storage/BNZ4WP6H/Bell Kellie Cummings Mina Simhai Arlen Solodkin - 2019 - Positive Psychology Interventions in the Classroom for Students with Special Ne.pdf}
}

@article{belschak2009,
  title = {Consequences of Positive and Negative Feedback: {{The}} Impact on Emotions and Extra-Role Behaviors},
  author = {Belschak, Frank D. and Den Hartog, Deanne N.},
  year = {2009},
  volume = {58},
  pages = {274--303},
  issn = {0269994X},
  doi = {10.1111/j.1464-0597.2008.00336.x},
  abstract = {These studies examine employees' emotional reactions to performance feedback from their supervisors as well as subsequent effects on attitudes and (intentions to show) affect-driven work behaviors (counterproductive behavior, turnover, citizenship, and affective commitment). A pre-study (N= 72) illustrates that employees regularly receive performance feedback from supervisors and that this feedback elicits different positive and negative emotions. Next, a scenario experiment (Study 1) comparing the effects of positive/negative feedback given in public/private was conducted, with a student sample (N= 240) and a sample of working adults (N= 107). In both samples, feedback has an impact on emotions and subsequently on work attitudes and behavioral intentions. The results from the scenario experiment were validated in a survey study (Study 2) among employees of a for-profit research firm (N= 86) who reported on recalled emotions and work behaviors after receiving performance feedback during appraisals. Again, different types of feedback relate to different emotions. In turn, these emotions were related to subsequent work behaviors and attitudes. Together, these studies show that feedback affects recipients' emotions and that such emotional reactions mediate the relationship between feedback and counterproductive behavior, turnover intentions, citizenship, and affective commitment. Ces travaux abordent les r\'eactions \'emotives des salari\'es suite au feedback sur leurs performances en provenance de leur sup\'erieur, ainsi que l'impact sur les attitudes et, au niveau des intentions, sur les conduites professionnelles soumises aux affects (comportements contre-productifs, d\'emissions, citoyennet\'e et implication affective). Une pr\'eenqu\^ete (N= 72) a montr\'e que les salari\'es re\c{c}oivent r\'eguli\`erement des informations sur leurs r\'esultats de la part de leur sup\'erieur et que cette situation provoque des \'emotions \`a la fois positives et n\'egatives. Ensuite, une exp\'erience (Etude n\textdegree{} 1) comparant les cons\'equences d'un feedback positif ou n\'egatif exprim\'e en public ou en priv\'e a \'et\'e men\'ee \`a bien sur un \'echantillon d'\'etudiants (N= 240) et sur un \'echantillon de travailleurs (N= 107). Dans les deux cas, la r\'etroaction avait des retomb\'ees sur les \'emotions et par suite sur les attitudes professionnelles et les intentions comportementales. Les conclusions de cette exp\'erience ont \'et\'e confirm\'ees lors d'une enqu\^ete (Etude n\r{} 2) r\'ealis\'ees aupr\`es de salari\'es d'une soci\'et\'e commerciale qui d\'ecrirent leurs \'emotions et leurs comportements professionnels \`a l'issue d'une r\'etroaction sur leur performance lors d'une \'evaluation. Comme pr\'evu, les diff\'erentes sortes de feedback sont en relation avec des \'emotions diff\'erentes; puis ces \'emotions provoquent des attitudes et des conduites professionnelles sp\'ecifiques. Au total, ces travaux montrent que le feedback affecte les \'emotions des individus concern\'es et que ces r\'eactions \'emotives s'ins\`erent dans la relation entre la r\'etroaction et les comportements contre-productifs, les projets de d\'emission, la citoyennet\'e et l'implication affective.},
  journal = {Applied Psychology},
  number = {2}
}

@article{bergeron2011,
  title = {La P\'edagogie Universelle : Au C\oe ur de La Planification de l'inclusion Scolaire {{Valorisation}} de La Diversit\'e En \'Education : D\'efis Contemporains et Pistes d'action},
  author = {Bergeron, L{\'e}na and Rousseau, Nadia and Leclerc, Martine},
  year = {2011},
  volume = {39},
  pages = {87--104},
  file = {/Users/nicolasbressoud/Zotero/storage/ISUZRC3N/EF-39-2-087_BERGERON pédagogie universelle.pdf},
  number = {2}
}

@article{bernet2014,
  title = {Mesure de l'engagement Scolaire. {{Engagement}} Scolaire En Milieux D\'efavoris\'es: Traduction et Validation Exploratoire d'une \'Echelle de Mesure},
  author = {Bernet, E M M Anuel and Karsenti, T H I Erry and Roy, N},
  year = {2014},
  volume = {1},
  pages = {20--33},
  file = {/Users/nicolasbressoud/Zotero/storage/BSIHMUC6/BernetKarsentiRoy2014_Patras-libre.pdf},
  journal = {Educational Journal of the University of Patras Unesco Chair},
  keywords = {disadvantaged background,elementary school,school engagement,transcultural validation},
  number = {1}
}

@book{bissonnette2017,
  title = {L'enseignement Explicite Des Comportements: Pour Une Gestion Efficace Des \'El\`eves En Classe et Dans l'\'ecole},
  author = {Bissonnette, Steve and Gauthier, Clermont and Castonguay, Mireille},
  year = {2017},
  publisher = {{Cheneli\`ere \'education}},
  address = {{Montr\'eal, Qu\'ebec, Canada}},
  isbn = {978-2-7650-5181-7},
  keywords = {Classroom management,Direct instruction},
  series = {Didactique. \{\vphantom\}{{Gestion}}\vphantom\{\} de Classe}
}

@techreport{bissonnette2018,
  title = {{{UNIVERSITE DES ANTILLES}} ({{UA}}) {{\'ECOLE DOCTORALE}} ({{ED}} 588) \guillemotleft{} {{MILIEU INSULAIRE TROPICAL}} : {{DYNAMIQUES DE DEVELOPPEMENT}}, {{SOCIETES}}, {{PATRIMOINE ET CULTURE DANS L}}'{{ESPACE CARA\"IBES}}-{{AMERIQUES}} \guillemotright{} {{CRREF}} ({{EA}} 4538) {{CENTRE DE RECHERCHES ET DE RESSOURCES EN \'EDUCATION ET FORMATION \'ECOLE SUPERIEURE DU PROFESSORAT ET DE L}}'{{\'EDUCATION DE L}}'{{ACADEMIE DE MARTINIQUE}} ({{ESPE}} 972)},
  author = {Bissonnette, Steve},
  year = {2018}
}

@book{bissonnetteEnseignementExpliciteComportements2017,
  title = {L'enseignement Explicite Des Comportements: Pour Une Gestion Efficace Des \'El\`eves En Classe et Dans l'\'ecole},
  shorttitle = {L'enseignement Explicite Des Comportements},
  author = {Bissonnette, Steve and Gauthier, Clermont and Castonguay, Mireille},
  year = {2017},
  publisher = {{Cheneli\`ere \'education}},
  address = {{Montr\'eal, Qu\'ebec, Canada}},
  isbn = {978-2-7650-5181-7},
  keywords = {Classroom management,Direct instruction},
  lccn = {LB3013 .B5425 2017},
  series = {Didactique. {{Gestion}} de Classe}
}

@article{biswas-diener2011,
  title = {A Dynamic Approach to Psychological Strength Development and Intervention},
  author = {{Biswas-Diener}, Robert and Kashdan, Todd B. and Minhas, Gurpal},
  year = {2011},
  volume = {6},
  pages = {106--118},
  issn = {1743-9760},
  doi = {10.1080/17439760.2010.545429},
  abstract = {Many practitioners working with clients from a strengths perspective largely rely on ad hoc interventions and employ a simplistic `identify and use' approach. In this article, we suggest that clients can extract greater benefits when practitioners adopt more sophisticated approaches to strengths intervention. We introduce an alternative approach that we call `strengths development'. This approach is distinguished by the view that strengths are not fixed traits across settings and time (the dominant, contemporary approach to personality). Instead, we adopt dynamic, within-person approaches from personality science to research, assessment, and interventions on strengths. Specifically, strengths are highly contextual phenomena that emerge in distinctive patterns alongside particular goals, interests, values, and situational factors. Strengths are potentials for excellence that can be cultivated through enhanced awareness, accessibility, and effort. Finally, we outline potential psychological risks associated with the strengths perspective that are worthy of explicit discussion with clients. Keywords: strengths; personality; values; intervention; positive psychology},
  journal = {The Journal of Positive Psychology},
  keywords = {intervention,personality,positive psychology,strengths,values},
  number = {2}
}

@article{blanc2018,
  title = {Is It Better to Be Happy or to Be Proud at School before Doing a Text Comprehension Task? {{First}} Evidence with 10-Year-Old Children},
  author = {Blanc, N. and Syssau, A.},
  year = {2018},
  volume = {68},
  pages = {181--188},
  doi = {10.1016/j.erap.2018.09.001},
  abstract = {Introduction and objective: An experiment was conducted in a school context to examine whether joy and pride, two positive emotions, can promote children's acquisition of knowledge in a reading comprehension situation. Method: The experiment consisted of inducing either a positive emotion (i.e., joy, pride) or a neutral state to 10-year-old children using an autobiographical recall task. Once the induced state was evaluated, children were submitted to a reading/comprehension task of a neutral text. When they finished reading this text, a questionnaire was used to assess not only their memory of the information provided in the text, but also their ability to make inferences. Results: Our main results highlighted a positive effect of joy on children's inference making. Conclusion: This study confirmed the relevance of taking into account the emotional state of children engaged in knowledge acquisition situations at school.},
  journal = {Revue Europeenne de Psychologie Appliquee},
  keywords = {Autobiographical recall task,Emotions,Inferences,Knowledge acquisition,Text comprehension},
  number = {4-5}
}

@article{blanchettesarrasin2019,
  title = {Neuromyths and {{Their Origin Among Teachers}} in {{Quebec}}},
  author = {Blanchette Sarrasin, J{\'e}r{\'e}mie and Riopel, Martin and Masson, Steve and Sarrasin, J{\'e}r{\'e}mie Blanchette and Riopel, Martin and Masson, Steve},
  year = {2019},
  volume = {13},
  pages = {100--109},
  doi = {10.1111/mbe.12193},
  journal = {Mind, Brain, and Education},
  number = {2}
}

@book{blinClassesDifficilesOutils2009,
  title = {{Classes difficiles: Des outils pour pr\'evenir}},
  shorttitle = {{Classes difficiles}},
  author = {Blin, Jean-Fran{\c c}ois and {Gallais-Deulofeu}, Claire},
  year = {2009},
  publisher = {{Delagrave}},
  address = {{Paris}},
  annotation = {OCLC: 934325325},
  isbn = {978-2-206-08824-2},
  language = {French}
}

@article{boekaerts2006,
  title = {Goal-{{Directed Behavior}} and {{Contextual Factors}} in the {{Classroom}}: {{An Innovated Approach}} to the {{Study}} of {{Multiple Goals}}.},
  author = {Boekaerts, M and Konig, E and Vedder, P},
  year = {2006},
  volume = {41},
  pages = {33--51},
  doi = {10.1207/s15326985ep4101_5},
  abstract = {Principles of social constructivism and about communities of learners clarify that being a re- sponsible student involves performingwell on a task as well as havingmotivation, having voli- tion strategies, understanding rules and regulations, and having access to a productive social support network.Ahotly debated issue iswhatmotivation processes energize student behavior in new learning environments. This article argues new learning environments bring to the fore multiple content goals, including ``I want to be entertained,'' ``I want to belong,'' ``I want to feel safe,'' and ``I want to be valued for who I am.'' This article describes 3 goal frameworks previ- ously peripheral to educational psychology that illuminate these goals: Ford's goal taxonomy, Carver and Scheier's hierarchical goal model, and Schwartz's value system. The article identifies considerable gaps in knowledge about the nature of content goals students bring to the classroom, interrelations among goals, and the effects of environmental conditions on goals. New research should uncover patterns, alignments, and conflicts students establish among their different content goals. In},
  journal = {Educational Psychologist},
  number = {1}
}

@article{bohnert2003,
  title = {Emotional Competence and Aggressive Behavior in School-Age Children},
  author = {Bohnert, a M and a Crnic, K and Lim, K G},
  year = {2003},
  volume = {31},
  pages = {79--91},
  issn = {0091-0627},
  doi = {10.1023/A:1021725400321},
  abstract = {Examined emotional competence in 87 children, aged 7-10 years, who varied with respect to reports of aggressive behavior to determine whether individual differences in emotional competence characterize children with higher levels of aggressive behavior. Emotional competence was assessed during a 1-hr lab visit that included (a) an observational period consisting of a modified disappointment paradigm, (b) assessment of cognitive and language abilities, and (c) 2 structured emotion interviews. Children with higher levels of aggressive behavior exhibited more intense and frequent expressions of anger, both as reported by mothers and as observed during the disappointment paradigm. Less sophisticated ability to identify the causes of emotion also characterized children with higher levels of aggressive behavior. Gender moderated the relation between aggressive behavior and type of emotion identified such that reports of happiness (in response to receiving a disappointing prize) were associated with lower levels of reported aggressive behavior for boys. The value of assessing children's emotional competence in the context of an emotionally arousing situation is suggested by these findings.},
  journal = {Journal of Abnormal Child Psychology},
  keywords = {aggressive behavior,emotion understanding,emotional competence},
  number = {1}
}

@article{bonawitz2011,
  title = {The Double-Edged Sword of Pedagogy: {{Instruction}} Limits Spontaneous Exploration and Discovery},
  author = {Bonawitz, Elizabeth and Shafto, Patrick and Gweon, Hyowon and Goodman, Noah D. and Spelke, Elizabeth and Schulz, Laura},
  year = {2011},
  issn = {1873-7838 (Electronic)\textbackslash r0010-0277 (Linking)},
  doi = {10.1016/j.cognition.2010.10.001},
  abstract = {Motivated by computational analyses, we look at how teaching affects exploration and discovery. In Experiment 1, we investigated children's exploratory play after an adult pedagogically demonstrated a function of a toy, after an interrupted pedagogical demonstration, after a na\"ive adult demonstrated the function, and at baseline. Preschoolers in the pedagogical condition focused almost exclusively on the target function; by contrast, children in the other conditions explored broadly. In Experiment 2, we show that children restrict their exploration both after direct instruction to themselves and after overhearing direct instruction given to another child; they do not show this constraint after observing direct instruction given to an adult or after observing a non-pedagogical intentional action. We discuss these findings as the result of rational inductive biases. In pedagogical contexts, a teacher's failure to provide evidence for additional functions provides evidence for their absence; such contexts generalize from child to child (because children are likely to have comparable states of knowledge) but not from adult to child. Thus, pedagogy promotes efficient learning but at a cost: children are less likely to perform potentially irrelevant actions but also less likely to discover novel information. \textcopyright{} 2010.},
  journal = {Cognition},
  keywords = {Bayesian model,Causal learning,Cognitive development,Discovery,Exploratory play,Pedagogy}
}

@article{bong2012,
  title = {Comparison of {{Self}}-{{Beliefs}} for {{Predicting Student Motivation}} and {{Achievement}}},
  author = {Bong, Mimi and Cho, Catherine and Ahn, Hyun Seon and Kim, Hye Jin},
  year = {2012},
  volume = {105},
  pages = {336--352},
  issn = {00220671},
  doi = {10.1080/00220671.2011.627401},
  abstract = {The authors examined whether self-concept, self-efficacy, and self-esteem show differential predictive util- ity for academic achievement across age groups and domains. More specifically, the relationships of 3 self-constructs with achievement were examined in mathematics for elementary school students and mathematics and language arts for mid- dle school students in Korea. Task value and test anxiety were hypothesized to mediate these relationships. Consistent with previous reports, domain-specific self-constructs such as self-efficacy and self-concept were better predictors of task value and achievement than was general self-esteem. Task value and test anxiety significantly mediated only the rela- tionships of self-efficacy assessed by the Bandura-type scale to achievement. These domain-specific relationships tended to be stronger for middle school than elementary school stu- dents and in mathematics than language arts.},
  journal = {The Journal of Educational Research},
  keywords = {domain specificity,esteem,self-,self-concept,self-efficacy,task value,test anxiety},
  number = {5}
}

@book{boniwell2018,
  title = {Parcours d'\'education Positive et Scientifique: Les 10 \'Etapes Cl\'es Pour Une \'Education Heureuse et \'Epanouie},
  author = {Boniwell, Ilona and Reynaud, Laure},
  year = {2018},
  publisher = {{Leduc.s pratique}},
  address = {{Paris}},
  isbn = {979-10-285-0416-8}
}

@book{boniwellParcoursEducationPositive2018,
  title = {{Parcours d'\'education positive et scientifique: les 10 \'etapes cl\'es pour une \'education heureuse et \'epanouie}},
  shorttitle = {{Parcours d'\'education positive et scientifique}},
  author = {Boniwell, Ilona and Reynaud, Laure},
  year = {2018},
  publisher = {{Leduc.s pratique}},
  address = {{Paris}},
  annotation = {OCLC: 1048294892},
  isbn = {979-10-285-0416-8},
  language = {French}
}

@article{bowie2010,
  title = {Emotion Regulation Related to Children's Future Externalizing and Internalizing Behaviors},
  author = {Bowie, Bonnie H.},
  year = {2010},
  volume = {23},
  pages = {74--83},
  issn = {1073-6077},
  doi = {10.1111/j.1744-6171.2010.00226.x},
  abstract = {Emotion regulation in children is a construct with important theoretical and clinical implications for healthcare providers, yet currently there is not a reliable and valid instrument that can be easily administered to young children.},
  journal = {Journal of Child and Adolescent Psychiatric Nursing},
  keywords = {Child self-report measure,Emotion regulation,Internalizing and externalizing behaviors},
  number = {2}
}

@article{brackett2012,
  title = {Enhancing Academic Performance and Social and Emotional Competence with the {{RULER}} Feeling Words Curriculum},
  author = {Brackett, Marc A. and Rivers, Susan E. and Reyes, Maria R. and Salovey, Peter},
  year = {2012},
  volume = {22},
  pages = {218--224},
  issn = {1041-6080},
  doi = {10.1016/j.lindif.2010.10.002},
  abstract = {A pre- and post-test quasi-experimental design was used to test the impact of a 30-week, theoretically-based social and emotional learning (SEL) curriculum, The RULER Feeling Words Curriculum ("RULER"), on the academic performance and social and emotional competence of 5th and 6th grade students (N=273) in fifteen classrooms in three schools. Academic performance was assessed by report card grades. Social and emotional competence was assessed with teacher reports of student behavior. Students in classrooms integrating RULER had higher year-end grades and higher teacher ratings of social and emotional competence (e.g., leadership, social skills, and study skills) compared to students in the comparison group. This study provides preliminary empirical evidence that SEL programs like RULER improve important student outcomes. ?? 2010.},
  journal = {Learning and Individual Differences},
  keywords = {Education,Emotional literacy,School-based intervention,Social and emotional learning},
  number = {2}
}

@article{brasseur2013,
  title = {The {{Profile}} of {{Emotional Competence}} ({{PEC}}): {{Development}} and {{Validation}} of a {{Self}}-{{Reported Measure}} That {{Fits Dimensions}} of {{Emotional Competence Theory}}},
  shorttitle = {The {{Profile}} of {{Emotional Competence}} ({{PEC}})},
  author = {Brasseur, Sophie and Gr{\'e}goire, Jacques and Bourdu, Romain and Mikolajczak, Mo{\"i}ra},
  editor = {Garc{\'i}a, Oscar},
  year = {2013},
  month = may,
  volume = {8},
  pages = {e62635},
  issn = {1932-6203},
  doi = {10.1371/journal.pone.0062635},
  abstract = {Emotional Competence (EC), which refers to individual differences in the identification, understanding, expression, regulation and use of one's own emotions and those of others, has been found to be an important predictor of individuals' adaptation to their environment. Higher EC is associated with greater happiness, better mental and physical health, more satisfying social and marital relationships and greater occupational success. While it is well-known that EC (as a whole) predicts a number of important outcomes, it is unclear so far which specific competency(ies) participate(s) in a given outcome. This is because no measure of EC distinctly measures each of the five core emotional competences, separately for one's own and others' emotions. This lack of information is problematic both theoretically (we do not understand the processes at stake) and practically (we cannot develop customized interventions). This paper aims to address this issue. We developed and validated in four steps a complete (albeit short: 50 items) self-reported measure of EC: the Profile of Emotional Competence. Analyses performed on a representative sample of 5676 subjects revealed promising psychometric properties. The internal consistency of scales and subscales alike was satisfying, factorial structure was as expected, and concurrent/discriminant validity was good.},
  file = {/Users/nicolasbressoud/Zotero/storage/IBIMJZZB/Brasseur et al. - 2013 - The Profile of Emotional Competence (PEC) Develop.PDF},
  journal = {PLoS ONE},
  language = {en},
  number = {5}
}

@article{brault-labbe2010,
  title = {Engagement Scolaire, Bien-??Tre Personnel et Autod??Termination Chez Des ??Tudiants ?? L'universit??},
  author = {{Brault-Labb{\'e}}, Anne and Dub{\'e}, Lise},
  year = {2010},
  volume = {42},
  pages = {80--92},
  issn = {0008-400X},
  doi = {10.1037/a0017385},
  abstract = {This article describes a study that was conducted with a sample of 266 university students and which was guided by two objectives: (a) applying a three-dimensional model of commitment to the academic area, while therein including new motivational considerations and, (b) exploring the nature of the psychological mechanisms by which academic commitment and self-determination interact to predict students' personal well-being. Exploratory factor analyses allowed the validation of a first version of the Academic Commitment Scale. Correlational and multiple regression analyses permitted the corroboration of the hypothesis pertaining to the positive relationship between academic commitment and personal well-being amongst students. Exploratory and confirmatory analyses led to the corroboration of the hypothesis pertaining to the mediating role of academic commitment in the association between students' self-determination and personal well-being. The worth of using academic commitment, self-determination, and personal well-being as main targets of investigation while trying to elaborate a model of optimal academic functioning is discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved) (journal abstract)},
  journal = {Canadian Journal of Behavioural Science},
  keywords = {Academic commitment,Motivation,Personal well-being,Positive psychology,Self-determination theory},
  number = {2}
}

@article{bressoud2016,
  title = {{L'Erreur de Descartes : Plaidoyer pour une prise en compte professionnelle des \'emotions en classe}},
  author = {Bressoud, Nicolas and Gay, Philippe and Shankland, Rebecca},
  year = {2016},
  volume = {11},
  pages = {32--33},
  publisher = {{Edition de La Tour}},
  issn = {1010-0458},
  abstract = {Plong\'e dans la planification d'une journ\'ee de classe ou en interaction avec ses \'el\`eves, l'enseignant dispose d'une vaste console de r\'eglages qui s'\'etoffe au gr\'e des progr\`es de la recherche. Les leviers du domaine cognitif y ont une place. Ceux concernant les \'emotions n'ont pas cette visibilit\'e. Pourtant, comme Antonio Damasio le relate dans son ouvrage phare L'Erreur de Descartes: les neurosciences consid\`erent qu'\'emotion et raison sont indissociables1. Ainsi, il semble que le module \'emotions de cette console ne doit pas \^etre livr\'e en option. Dans nos activit\'es p\'edagogiques, la prise en compte des \'emotions dans les gestes professionnels est \`a notre propre b\'en\'efice comme \`a celui de nos \'el\`eves.},
  journal = {Educateur (L')},
  language = {fr}
}

@incollection{bressoud2017,
  title = {Character Strengths and Children with Special Needs: {{A}} Way to Promote Well-Being All Together !},
  booktitle = {Well-Being in {{Education Systems}}},
  author = {Bressoud, Nicolas and Shankland, Rebecca and Ruch, Willibald and Gay, Philippe},
  editor = {Marcionetti, Jenny and Castelli, Luciana and Crescentini, Alberto},
  year = {2017},
  pages = {255--258},
  publisher = {{Hogrefe}},
  address = {{Firenze, Italy}},
  isbn = {978-88-98542-25-3},
  language = {en}
}

@article{bressoud2017a,
  title = {{Synergies autour des \'emotions \`a l'\'ecole}},
  author = {Bressoud, Nicolas and Gay, Philippe and Shankland, Rebecca},
  year = {2017},
  volume = {3},
  pages = {2},
  publisher = {{Edition de La Tour}},
  issn = {1010-0458},
  abstract = {Dans deux de ses r\'ecentes parutions, l'Educateur a rendu visibles les premiers fruits d'une collaboration transalpine entre la HEP Valais et l'Universit\'e Grenoble Alpes, t\'emoignant d'une volont\'e commune de diffuser les d\'eveloppements r\'ecents en sciences affectives et en psychologie positive ainsi que leurs applications pour les enseignants, en ce qui concerne l'importance des \'emotions \`a l'\'ecole.},
  journal = {Educateur (L')},
  language = {fr}
}

@inproceedings{bressoud2017b,
  title = {{Apport des sciences affectives et de la psychologie positive : \`a chacun ses forces de caract\`ere !}},
  booktitle = {{4\`eme colloque international de l'int\'egration \`a l'inclusion scolaire (IIS) : une \'ecole inclusive pour une soci\'et\'e \'equitable}},
  author = {Bressoud, Nicolas and Gay, Philippe},
  year = {2017},
  address = {{St-Maurice, Suisse}},
  abstract = {Les 24 forces de caract\`ere identifi\'ees en psychologie positive permettent de saisir les facteurs influen\c{c}ant le bien-\^etre et le fonctionnement optimal dechaque individu (Peterson \& Seligman, 2004).Dans ce cadre, nous proposons des interventions bas\'ees sur ces forces afinde r\'eduire la discrimination entre \'el\`eves et de favoriser l'\'emergence d'un climat de classe o\`u chacun est reconnu pour ce qu'il peut apporter au groupe plut\^ot que par ses difficult\'es.Nous nous fondons notamment sur les cinq \'etapes ci-dessous (Linkins, Niemiec, Gillham, \& Mayerson, 2015) : 1) D\'evelopper un langage commun en utilisant la grille des 24 forces (Peterson \& Seligman, 2004) qui permet d'identifier les forces des individus plut\^ot que leurs faiblesses, les utiliser davantage dans le quotidien et en classe (p.ex., d\'ecrire les qualit\'es d'un ami en utilisant la grille). 2) Identifier et r\'efl\'echir aux forces des autres (p.ex., mettre en place des observations secr\`etes des forces dans la classe et des cons\'equences positives). 3) Identifier et r\'efl\'echir \`a ses propres forces (p.ex., identifier ses trois principales forces dans des contextes diff\'erents). 4) Utiliser davantage ses forces dans le quotidien et les utiliser de nouvelles fa\c{c}ons (p.ex., r\'ealiser un plan d'action pour mettre en \oe uvre ses principales forces \`a utiliser dans et en dehors de l'\'ecole). 5) Identifier et cultiver les forces du groupe au niveau de la classe voire de l'\'ecole (p.ex., rep\'erer les forces en pr\'esence sur lesquelles il est possible de s'appuyer).},
  language = {fr}
}

@inproceedings{bressoud2017c,
  title = {Character Strengths and Children with Special Needs: {{A}} Way to Promote Well-Being All Together!},
  booktitle = {International {{Conference}} on {{Well}}-Being in {{Education Systems}}},
  author = {Bressoud, Nicolas and Shankland, Rebecca and Ruch, Willibald and Gay, Philippe},
  year = {2017},
  address = {{Locarno, Switzerland}},
  abstract = {A growing number of researches showed several benefits of interventions where pupils or students learned to identify and develop strengths. Consequently, and because children with special needs are ``extraordinary'', the present contribution shows that identifying, developing and promoting the strengths of those ``extraordinary'' children may be particularly important interesting in order to improve their inclusion in the classroom as well as their positive affects.},
  language = {en}
}

@misc{bressoud2018,
  title = {{Utiliser les forces \`a l'\'ecole}},
  author = {Bressoud, Nicolas},
  year = {2018},
  month = may,
  address = {{Lyon}},
  language = {french},
  type = {{Communication}}
}

@misc{bressoud2018a,
  title = {{Un projet d'intervention sur les forces en Suisse}},
  author = {Bressoud, Nicolas},
  year = {2018},
  month = apr,
  address = {{Lyon}},
  language = {french},
  type = {{Communication}}
}

@article{bressoud2018b,
  title = {{A chacun ses forces ! Vivre l'inclusion en utilisant les forces personnelles de ses \'el\`eves}},
  author = {Bressoud, Nicolas and B{\'e}trisey, Isabelle and Gay, Philippe},
  year = {2018},
  volume = {1},
  pages = {47--52},
  publisher = {{Centre Suisse de P\'edagogie Sp\'ecialis\'ee (CSPS)}},
  abstract = {La mise en \'evidence et l'utilisation des forces des \'el\`eves peuvent constituer un levier important dans la r\'eussite de l' inclusion scolaire. Dans ce contexte, Peterson et Seligman (2004) ont d\'evelopp\'e une classification de 24 forces pouvant caract\'eriser les ressources individuelles. Ce travail issu de la psychologie positive trouve une application concr\`ete dans le monde de la p\'edagogie sp\'ecialis\'ee. En effet, les interventions bas\'ees sur les forces ont un impact positif mesur\'e, particuli\`erement sur le bien-\^etre et les r\'esultats scolaires.},
  journal = {Revue Suisse de P\'edagogie Sp\'ecialis\'ee},
  language = {fr}
}

@article{bressoud2019,
  title = {{Vers une p\'edagogie inspir\'ee des pratiques de psychologie positive}},
  author = {Bressoud, Nicolas and B{\'e}trisey, Isabelle and Gay, Philippe},
  year = {2019},
  volume = {9},
  pages = {12--13},
  issn = {2235-0918},
  abstract = {Sommes-nous entr\'es dans une dictature du positif ? La question para\^it l\'egitime. A entendre les t\'emoignages, lire les blogs ou consulter les ouvrages critiques, il y a lieu de consid\'erer que p\'edagogie positive, bienveillance, empathie, bien-\^etre occupent une place de plus en plus pr\'egnante dans les discours et les pratiques p\'edagogiques.},
  journal = {R\'esonances - Mensuel de l'\'ecole valaisanne},
  language = {fr}
}

@inproceedings{bressoud2019a,
  title = {Character Strengths Intervention in Inclusive Settings: A Way to Promote Well-Being All Together~?},
  booktitle = {6th {{World Congress}} on {{Positive Psychology}}},
  author = {Bressoud, Nicolas and Gay, Philippe and Shankland, Rebecca and Sander, David and Samson, Andrea C.},
  year = {2019},
  address = {{Melbourne, Australia}},
  abstract = {The character strengths described in the VIA classification (Peterson \& Seligman, 2004) have been linked with various aspects of well-being, such as positive emotions, engagement, and positive relationships. Concerning school, these benefits include children's well-being, positive affects, school engagement and achievement (e.g. Wagner \& Ruch, 2015). Niemiec, Shogren and Wehmeyer (2017) have recently outlined the lack of research regarding character strengths programs in children with disabilities. We hypothesize that promoting the strengths of those children may be interesting in order to improve their inclusion as well as their positive affect. We also expect benefits for the other children in the classrooms that include children with special needs.  The first data are collected in November 2018 and preliminary results will be presented.},
  language = {en}
}

@article{bressoud2020,
  title = {{Rire, c'est bon pour la sant\'e... et aussi pour apprendre!}},
  author = {Bressoud, Nicolas and Samson, Andrea Christiane and Gay, Philippe},
  year = {2020},
  pages = {26--27},
  file = {/Users/nicolasbressoud/Zotero/storage/BPCSAZ4V/2020.special.complet-2-2.pdf},
  journal = {Educateur},
  language = {French},
  number = {NS}
}

@article{bressoud2020a,
  title = {{Rire, c'est bon pour la sant\'e \ldots{} et aussi pour apprendre: Vers une utilisation effective des \'emotions agr\'eables en contexte scolaire}},
  author = {Bressoud, Nicolas and Samson, Andrea C. and Gay, Philippe},
  year = {2020},
  volume = {NS},
  pages = {26--27},
  publisher = {{Edition de La Tour}},
  issn = {1010-0458},
  abstract = {Les \'emotions \`a valence positive comme la joie, la fiert\'e ou l'int\'er\^et ont un impact r\'eel dans les apprentissages des enfants. Les professionnel{$\cdot$}les de l'\'education ont int\'er\^et \`a les prendre en compte dans la planification, la r\'ealisation et l'\'evaluation de leur activit\'e.},
  journal = {Educateur (L')},
  language = {fr}
}

@inproceedings{bressoud2020b,
  title = {{Intervention p\'edagogique sur les forces personnelles des \'el\`eves et effets sur les relations entre pairs en contexte inclusif}},
  booktitle = {{Les savoirs au carrefour de la recherche, des pratiques et de la formation: Congr\`es 2020 en ligne de la Soci\'et\'e suisse pour la recherche en \'education}},
  author = {Bressoud, Nicolas and Gay, Philippe and Samson, Andrea C.},
  year = {2020},
  address = {{Bienne (\`a distance), Suisse}},
  abstract = {Dans le contexte de d\'eveloppement de politiques inclusives, de nombreux dispositifs cherchent \`a agir \`a diff\'erents niveaux institutionnels pour favoriser la prise en compte des besoins \'educatifs particuliers (p. ex. Prud'Homme, Duchesne \& Bonvin, 2017). Parmi ces dispositifs, nous nous int\'eressons \`a ceux pilot\'es directement par les enseignant{$\cdot$}es. En effet, ces professionnel{$\cdot$}les sont en relation directe avec les \'el\`eves et ont une influence particuli\`erement d\'eterminante dans la r\'ealisation des vis\'ees inclusives. C'est dans cet esprit que nous avons con\c{c}u un dispositif d'intervention p\'edagogique ayant pour objectif de soutenir le d\'eveloppement et maintien des relations positives entre les \'el\`eves en contexte scolaire inclusif. La conception de cette intervention est bas\'ee sur la th\'eorie des 24 forces personnelles (Peterson \& Seligman, 2004), qui sont consid\'er\'ees en tant que traits de caract\`ere stables, dont un nombre croissant de recherches montre qu'elles ont un effet dans le d\'eveloppement des relations positives entre \'el\`eves (gratitude, sens de la justice, pers\'ev\'erance, etc). Le dispositif est con\c{c}u dans le but de d\'evelopper un langage pour d\'esigner des forces dans la classe, identifier les forces des pairs ainsi que les siennes, les utiliser dans de nouveaux contextes, puis enfin, cultiver la diversit\'e des ressources personnelles du groupe. Pour d\'ecrire et observer les effets de ce dispositif, nous consid\'erons les enjeux de l'inclusion sous l'angle du climat de classe. Cette notion se d\'efinit comme l'ensemble des conditions propices \`a l'apprentissage des \'el\`eves (p.ex., Gaudreau, 2017). Parmi ces conditions, Gaudreau cite la cr\'eation et le maintien par l'enseignant{$\cdot$}e de relations positives entre \'el\`eves. La r\'eussite de l'inclusion scolaire semble en effet d\'ependre notamment de la mani\`ere dont les \'el\`eves font l'exp\'erience de la diversit\'e dans le vivre ensemble. Cette contribution pr\'esentera les savoirs et principes th\'eoriques qui fondent la conception du dispositif p\'edagogique con\c{c}u pour soutenir le climat de classe, ainsi que ceux qui fondent l'analyse des effets produits. Comme illustration de notre propos, nous nous baserons sur les donn\'ees exploratoires r\'ecolt\'ees dans une classe pilote d'\'el\`eves de 11-12 ans incluant un jeune avec un trouble du spectre autistique. Les donn\'ees concernant les repr\'esentations des \'el\`eves sont recueillies \`a l'aide d'un questionnaire informatis\'e contenant des questions th\'ematiques ouvertes. En ce qui concerne les repr\'esentations \`a propos des relations entre pairs, les r\'esultats soulignent la motivation importante des \'el\`eves pour l'intervention et leur sentiment que les relations entre eux progressent gr\^ace \`a l'activit\'e sur les forces qui met en lumi\`ere les ressources des camarades plut\^ot que leurs faiblesses. A partir de la conception de notre dispositif et de ces premiers indices du terrain, nous discuterons les perspectives de d\'eveloppement de la recherche et des activit\'es p\'edagogiques centr\'ees sur les forces personnelles. Celles-ci sont \`a voir, selon notre perspective th\'eorique de chercheurs et selon les savoirs qui \'emanent de notre recherche et de celles d'autrui, en tant que levier dans le d\'eveloppement des relations positives entre \'el\`eves, aspect que nous consid\'erons crucial pour qualifier un contexte d'inclusif.},
  language = {fr}
}

@incollection{bressoud2020c,
  title = {{Interventions de psychologie positive~: leviers pour le d\'eveloppement du pouvoir d'agir des personnes en situation de handicap}},
  booktitle = {{De la d\'emocratie sanitaire \`a la d\'emocratie en sant\'e}},
  author = {Bressoud, Nicolas and Durand, Jean-Paul and Garnier, Samuel and Shankland, Rebecca},
  editor = {Dussart, Claude and Ngo, Mai-Anh and Siranyan, Val{\'e}rie and Sommer, Pascal},
  year = {2020},
  pages = {69--82},
  publisher = {{LEH Edition}},
  address = {{Bordeaux}},
  file = {/Users/nicolasbressoud/Zotero/storage/4T6I9WFD/Bressoud et al. - 2020 - Interventions de psychologie positive  leviers po.pdf},
  language = {French}
}

@article{bressoux,
  title = {Suffit-Il de Motiver Les \'El\`eves Pour Qu'ils Apprennent ?},
  author = {Bressoux, M Pascal}
}

@article{bressoux1994,
  title = {Note de Synth\`ese - {{Les}} Recherches Sur Les Effets-\'Ecoles et Les Effets-Ma\^itres},
  author = {Bressoux, Pascal},
  year = {1994},
  volume = {108},
  pages = {91--137},
  journal = {Revue fran\c{c}aise de p\'edagogie},
  number = {1}
}

@article{broc2017,
  title = {Th\'erapie Cognitive et Comportementale et Th\'erapie Positive Par Le Jeu~: Une \'Etude Pilote Comparative},
  author = {Broc, Guillaume and Carr{\'e}, Corinne and Valantin, St{\'e}phanie and Mollard, Evelyne and Blanc, Violaine and Shankland, R{\'e}becca},
  year = {2017},
  doi = {10.1016/j.jtcc.2016.12.002},
  abstract = {Recent work in the field of positive psychology interventions has shown that attrition rates appear to be lower compared to classic cognitive and behavioral therapies (CBT). Positive psychology interventions are distinct from first and second generation CBT in that work is mainly focused on functional dimensions in the patient and on the acceptance of problematic aspects rather than on problem-solving strategies. This leads to higher levels of vitality, meaning in life and motivation in patients. On the other hand, serious play allows focus on the patient's resources and values by fostering a state of complete immersion in the activity that generates feelings of control and satisfaction (i.e., flow experience; Csikszentmihalyi, 1988). From these perspectives, a new tool for practitioners has been proposed and assessed in our study. More precisely, this new serious play is consistent with the principles of positive psychology (Seligman, 2014) that point to a more pleasant (i.e., positive emotions), shared (i.e., relationship) and meaningful life, oriented towards engagement and leading to feelings of achievement. Aim This study evaluates the effects of positive serious play (PSP) and its effectiveness compared with a classical CBT approach. One of the particularities of this research is that it does not oppose two therapeutic strategies but questions psychotherapists' practices and tries to broaden their panel of interventions in order to provide ever more personalized patient support. Method Twenty-three subjects (average age 43; sd~=~10.8) took part in the survey. The sample was made up of predominantly women. Problems which motivated the consultation were either personal (12 subjects; 52.2 \%), or related to family (5 subjects; 21.7 \%), or to work (4 subjects; 17.4 \%), or to social relations (2 subjects; 8.7 \%). Subjects were divided into small groups of 4\textendash 5 participants according to therapeutic approaches which were compared; on the one hand, a positive serious play procedure (PSP) gathered participants (n~=~14) around a new board game inspired by the Peterson and Seligman's 2004 character strengths (for more details, see http://motivesens.fr), and, on the other hand, a classical CBT intervention focused on problem solving (n~=~9). Assessments were carried out before (T0) and after (T1) the consultation and 6 months later (T2). Measures of depression, but also, positive dimensions (e.g., optimism, subjective well-being, self-confidence, self-esteem) were considered. Although the question concerns a ``problem'', the assessment of positive functioning here allows a more nuanced understanding of how the patient copes in every procedure. Results Both CBT and PSP increase. Intragroup analyses highlight that, unlike the CBT group, the PSP approach increased self-esteem in the short term (t(13)~=~7.623; p.adj~{$<~$}0,001) and, in the long term, life-satisfaction (t(13)~=~2.337; P~=~0,036) and two dimensions of psychological well-being, i.e., autonomy (t(13)~=~3.543; P~=~0,004) and positive relationships (t(13)~=~3.417; P~=~0.005). However, subjective well-being was not impacted (F(2,26)~=~1.915; P~=~0.167). The only significant intergroup difference was that the participants of the positive serious play reported more positive relationships than the CBT group in the long term (F(1,42)~=~5.15; {$\eta$}2part.~=~0.197; P~=~0.034). Conclusion This pilot study underlines the fact that the new positive serious play interventions appear to have similar effects to a classical CBT intervention. The major difference between the two strategies is that PSP seems to target primarily psychological (authentic) well-being while CBT impacts subjective (conditional) well-being. According to Prochaska and Di Clemente (1982), it appears that the personal newfound resources in the PSP group contribute to fostering the client's ``feeling of autonomy''. At the same time, group interactivity encourages patients to open themselves up to others. In practice, the positive serious play offers a new therapeutic strategy to help patients solve problems (e.g., symbolism, playfulness; Behr, 2009). Recommendations to adapt this new practice tool to different therapeutic settings as well as the limitations of the study (e.g., sample size of the study, subjective assessment of the problem severity) are discussed.},
  journal = {Journal de Therapie Comportementale et Cognitive},
  keywords = {Character strengths,Cognitive behavior therapy,Positive psychology,Serious play,Well-being}
}

@article{brock2017,
  title = {A {{Meta}}-{{Analysis}} of {{Educator Training}} to {{Improve Implementation}} of {{Interventions}} for {{Students With Disabilities}}},
  author = {Brock, Matthew E. and Carter, Erik W.},
  year = {2017},
  volume = {38},
  pages = {131--144},
  doi = {10.1177/0741932516653477},
  abstract = {Teachers and paraprofessionals need effective training to improve their implementation of interventions for students with disabilities. Reviews of the single-case design literature have identified some features associated with effective training for these educators, but the group-design literature has received little attention. This meta-analysis systematically reviews group-design studies testing the efficacy of training to improve implementation of interventions for students with disabilities. The mean effect size of educator training on implementation fidelity was g = 1.08, and results from meta-regression analysis suggest training that involves a combination of two specific training strategies (i.e., modeling and performance feedback) was associated with improved implementation fidelity. Increased duration of training was not associated with larger effects. Considered alongside findings from the single-case design literature, these results suggest that how educators are trained is a more important consideration than the number of hours they spend in training.},
  file = {/Users/nicolasbressoud/Zotero/storage/6ZQFGJMS/Meta-AnalysisofEducatorTraining.pdf;/Users/nicolasbressoud/Zotero/storage/V3LTDPXG/0741932516653477.pdf},
  journal = {Remedial and Special Education},
  keywords = {coaching,meta-analysis,modeling,paraprofessional training,performance feedback,teacher training},
  number = {3}
}

@article{brown1984,
  title = {Reciprocal {{Teaching}} of {{Comprehension}}-Fostering and Comprehension-Monitoring Activities},
  author = {Brown, Ann L and Sullivan Palincsar, Annemarie},
  year = {1984},
  pages = {117--175}
}

@book{brown2016,
  title = {Mets-Toi \c{C}a Dans La T\^ete!: Les Strat\'egies d'apprentissage \`a La Lumi\`ere Des Sciences Cognitives},
  author = {Brown, Peter C and Roediger, Henry L and McDaniel, Mark A and Pasquinelli, Elena and Viguier, Anne and {Randon-Furling}, Julien},
  year = {2016},
  publisher = {{\'Editions Markus Haller}},
  address = {{Gen\`eve}},
  isbn = {978-2-940427-28-4}
}

@article{brown2017,
  title = {Intrusion of a {{Thematic Idea}} in {{Children}} ' s {{Comprehension}} and {{Retention}} of {{Stories Published}} by : {{Wiley}} on Behalf of the {{Society}} for {{Research}} in {{Child Development Stable URL}} : {{http://www.jstor.org/stable/1128507}} {{Intrusion}} of a {{Thematic Idea}} in {{Children}} '},
  author = {Brown, Ann L and Smiley, Sandra S and Day, Jeanne D and Townsend, Michael A R and Lawton, Sallie C and Brown, Ann L and Smiley, Sandra S and Day, Jeanne D and Townsend, Michael A R and Lawton, Sallie C and Ann, L and Sandra, S and Jeanne, D and Michael, A R},
  year = {2017},
  volume = {48},
  pages = {1454--1466},
  number = {4}
}

@book{brownMetstoiCaDans2016,
  title = {{Mets-toi \c{c}a dans la t\^ete!: les strat\'egies d'apprentissage \`a la lumi\`ere des sciences cognitives}},
  shorttitle = {{Mets-toi \c{c}a dans la t\^ete!}},
  author = {Brown, Peter C and Roediger, Henry L and McDaniel, Mark A and Pasquinelli, Elena and Viguier, Anne and {Randon-Furling}, Julien},
  year = {2016},
  publisher = {{\'Editions Markus Haller}},
  address = {{Gen\`eve}},
  annotation = {OCLC: 1014055619},
  isbn = {978-2-940427-28-4},
  language = {French}
}

@article{brunzell2015,
  title = {Teaching {{With Strengths}} in {{Trauma}}-{{Affected Students}}: {{A New Approach}} to {{Healing}} and {{Growth}} in the {{Classroom Trauma}} and {{Students}}},
  author = {Brunzell, Tom and Waters, Lea E. and Stokes, Helen},
  year = {2015},
  volume = {85},
  pages = {3--9},
  issn = {0002-9432},
  doi = {10.1037/ort0000048},
  abstract = {The National Child Traumatic Stress Network in the United States reports that up to 40\% of students have experienced, or been witness to, traumatic stressors in their short lifetimes. These include home destabilization, violence, neglect, sexual abuse, substance abuse, death, and other adverse childhood experiences. The effects of trauma on a child severely compound the ability to self-regulate and sustain healthy relationships. In the classroom, the effects of trauma may manifest as attention deficit hyperactivity disorder, conduct disorder, oppositional defiance disorder, reactive attachment, disinhibited social engagement, and/or acute stress disorders. In this article, we contend that the classroom can be positioned as a powerful place of intervention for posttraumatic healing both in the context of special education and in mainstream classrooms that contain trauma-affected students. The current landscape of trauma-informed practice for primary and secondary classrooms has focused on teaching practices that seek to repair emotional dysregulation and fix broken attachment. In working for more than a decade with mainstream and specialist schools, we have discovered that positive psychology has a role to play in contributing to trauma-informed learning. We argue that combining trauma-informed approaches with positive psychology will empower and enable teachers to promote both healing and growth in their classrooms. This article presents scientific and practice-based evidence to support our claim. We present education interventions aimed to build positive emotions, character strengths, resilient mindsets, and gratitude, and show how these can be embedded in the daily routines of classroom learning to assist struggling students.},
  file = {/Users/nicolasbressoud/Zotero/storage/XWD3SE88/Brunzell-Waters-Stokes_2015_American-J-of-Orthopsychiatry_Teaching-with-Strengths.pdf},
  journal = {American Journal of Orthopsychiatry Issue},
  keywords = {classroom,growth Hide Cover,healing,pedagogy,positive education,trauma,wellbeing},
  number = {1}
}

@article{brunzell2016,
  title = {Trauma-{{Informed Positive Education}}: {{Using Positive Psychology}} to {{Strengthen Vulnerable Students}}},
  author = {Brunzell, Tom and Stokes, Helen and Waters, Lea},
  year = {2016},
  volume = {20},
  pages = {63--83},
  doi = {10.1007/s40688-015-0070-x},
  abstract = {This paper explores the role of a positive education paradigm in mainstream and specialist classrooms for students who have experienced complex trauma resulting from abuse, neglect, violence, or being witness to violence. Existing trauma-informed education focuses on repairing regulatory abilities and repairing disrupted attachment in students. How-ever, a dual-continua model of mental health suggests that repairing deficits is only part of the education response needed to nurture well-being in trauma-affected students. Trauma-informed education can be conceived from both a deficit per-spective (e.g., what deficiencies or developmental struggles does this student face?) and a strengths perspective (e.g., what psychological resources does this student have to build upon for future success?). This paper develops the strengths-based trauma-informed positive education (TIPE) approach which proposes three domains of learning needed for trauma-affected students: repairing regulatory abilities, repairing disrupted attachment, and increasing psychological resources. It is argued that the three domains support each other via synergistic interactions which create upward spirals to in-crease psychological growth. The TIPE model will make a contribution to research in positive education, positive psy-chology, and traumatology, with the applied context of assisting classroom teachers and school-based practitioners to meet the complex behavioral, cognitive, and relational needs of students struggling in schools.},
  file = {/Users/nicolasbressoud/Zotero/storage/6DB2VL2S/Brunzell2016_Article_Trauma-InformedPositiveEducati.pdf},
  journal = {Contemporary School Psychology},
  keywords = {according to the national,child traumatic stress network,classroom milieu,growth,healing,positive education,positive psychology,the need for a,trauma-informed positive education,trauma-informed teaching},
  number = {1}
}

@article{burckhardt2016,
  title = {A Randomized Controlled Trial of Strong Minds: {{A}} School-Based Mental Health Program Combining Acceptance and Commitment Therapy and Positive Psychology},
  author = {Burckhardt, Rowan and Manicavasagar, Vijaya and Batterham, Philip J. and {Hadzi-Pavlovic}, Dusan},
  year = {2016},
  volume = {57},
  pages = {41--52},
  issn = {0022-4405(Print)},
  doi = {10.1016/j.jsp.2016.05.008},
  abstract = {To date, most early intervention programs have been based on emotion regulation strategies that address dysfunctional cognitive appraisals, problem-solving skills, and rumination. Another emotion regulation strategy, 'acceptance' training, has largely been overlooked. To examine the efficacy of this strategy, a school-based mental health program combining positive psychology with acceptance and commitment therapy (Strong Minds) was evaluated in a randomized controlled trial with a sample of 267 Year 10 and 11 high-school students in Sydney, Australia. Mixed models for repeated measures examined whether the program led to reductions in symptoms amongst students who commenced the program with high depression, anxiety, and stress scores, and increased wellbeing scores amongst all students. Results demonstrated that compared to controls, participants in the Strong Minds condition with elevated symptom scores (n = 63) reported significant reductions in depression (p = .047), stress (p = .01), and composite depression/anxiety symptoms (p = .02) with medium to strong effect sizes (Cohen's d = 0.53, 0.74, and 0.57, respectively). Increased wellbeing (p = .03) in the total sample and decreased anxiety scores (p = .048) for students with elevated symptoms were significant for Year 10 students with medium effect sizes (Cohen's d = 0.43 and 0.54, respectively). This study tentatively suggests that including the emotion regulation strategy of acceptance in early intervention programs may be effective in reducing symptoms and improving wellbeing in high school students. Further research to investigate the generalizability of these findings is warranted.},
  journal = {Journal of School Psychology},
  keywords = {Acceptance and commitment therapy,Adolescent,Early-intervention,Mental health,Positive psychology,School}
}

@article{bush2000,
  title = {Cognitive and Emotional Influences in Anterior Cingulate Cortex},
  author = {Bush, George and Luu, Phan and Posner, Michael I.},
  year = {2000},
  volume = {4},
  pages = {215--222},
  issn = {1879-307X (Electronic)\textbackslash r1364-6613 (Linking)},
  doi = {10.1016/S1364-6613(00)01483-2},
  abstract = {Anterior cingulate cortex (ACC) is a part of the brain's limbic system. Classically, this region has been related to affect, on the basis of lesion studies in humans and in animals. In the late 1980s, neuroimaging research indicated that ACC was active in many studies of cognition. The findings from EEG studies of a focal area of negativity in scalp electrodes following an error response led to the idea that ACC might be the brain's error detection and correction device. In this article, these various findings are reviewed in relation to the idea that ACC is a part of a circuit involved in a form of attention that serves to regulate both cognitive and emotional processing. Neuroimaging studies showing that separate areas of ACC are involved in cognition and emotion are discussed and related to results showing that the error negativity is influenced by affect and motivation. In addition, the development of the emotional and cognitive roles of ACC are discussed, and how the success of this regulation in controlling responses might be correlated with cingulate size. Finally, some theories are considered about how the different subdivisions of ACC might interact with other cortical structures as a part of the circuits involved in the regulation of mental and emotional activity.},
  journal = {Trends in Cognitive Sciences},
  number = {6}
}

@incollection{buskist2009,
  title = {Simple {{Strategies}} for {{Teaching Your Students}} to {{Think Critically}}},
  booktitle = {Teaching {{Critical Thinking}} in {{Psychology}}: {{A Handbook}} of {{Best Practices}}},
  author = {Buskist, William and Irons, Jessica G.},
  year = {2009},
  doi = {10.1002/9781444305173.ch5},
  abstract = {If there is one thing that all college and university teachers want their students to learn, it is to think critically. Teachers who wish to challenge and thereby further develop their students' intellectual skills seldom, if ever, do so by asking them to memorize their textbooks and class notes. To be sure, highly effective teachers realize that the basic facts and figures related to their discipline will change with time, so teaching only these things is far less important than teaching students how to think about them (Buskist, 2004). Thus so-called master teachers use facts and figures in the service of teaching critical thinking skills. In psychology, these teachers attempt to teach their students to think like scientists\textemdash or more specifically psychological scientists\textemdash in understanding basic psychological principles and how these principles translate into governing everyday life. However, as Slife, Reber, and Richardson (2005) have warned, psychologists need to be mindful of the assumptions and values embedded within their approach to thinking critically lest they err in their own ability to think critically about critical thinking. In this chapter, we explore the general characteristics of critical thinking and the key elements involved in the effective teaching of critical thinking. Our goal is to provide some insight into the nature of critical thinking, to examine why students sometimes resist the call to think critically and why teachers may resist asking their students to think critically, and to offer suggestions for how to infuse critical thinking into any psychology course. (PsycINFO Database Record (c) 2012 APA, all rights reserved)},
  isbn = {978-1-4051-7402-2},
  keywords = {Critical thinking and key elements involved in effective teaching of CT,Critical thinking as "the use of cognitive skills or strategies and probability of a desirable outcome",Effectively teaching critical thinking,Qualities of critical thinkers,Simple strategies for teaching,Simple strategies for teaching students to think critically,Student resistance to learning and how to think critically,Teacher resistance to teaching students to think critically}
}

@article{busseri2011,
  title = {A {{Review}} of the {{Tripartite Structure}} of {{Subjective Well}}-{{Being}}: {{Implications}} for {{Conceptualization}}, {{Operationalization}}, {{Analysis}}, and {{Synthesis}}},
  author = {Busseri, M A and Sadava, S W},
  year = {2011},
  volume = {15},
  pages = {290--314},
  doi = {10.1177/1088868310391271},
  journal = {Personality and Social Psychology Review},
  keywords = {a,an article by ed,diener was published in,in 1984,individual differences,logical bulletin that reviewed,nascent body of,psycho-,structure,then,well being},
  number = {3}
}

@article{capp2017,
  title = {The Effectiveness of Universal Design for Learning: A Meta-Analysis of Literature between 2013 and 2016},
  author = {Capp, Matthew James},
  year = {2017},
  issn = {1360-3116},
  doi = {10.1080/13603116.2017.1325074},
  abstract = {ABSTRACTUniversal Design for Learning (UDL) is often promoted as an inclusive teaching methodology for supporting all students within diverse contemporary classrooms. This is achieved by proactively planning to the edges of a classroom by thinking of all the potential needs of students. To examine its effectiveness, a meta-analysis was conducted on empirical research, containing pre- and post-testing, published in peer-reviewed journals between 2013 and 2016 (N\,=\,18). Results from this analysis suggest that UDL is an effective teaching methodology for improving the learning process for all students. The impact on educational outcomes has not been demonstrated. The implications of this study will be discussed.},
  journal = {International Journal of Inclusive Education},
  keywords = {inclusive education,meta-analysis,Universal design for learning}
}

@misc{carrupt2018,
  title = {{De la formation \`a l'\'education inclusive \`a la transformation des pratiques en classe.}},
  author = {Carrupt, Romaine and Bressoud, Nicolas},
  year = {2018},
  month = aug,
  address = {{Sion}},
  language = {french},
  type = {{Communication}}
}

@misc{centerforhistoryandnewmedia,
  title = {Guide Rapide Pour D\'ebuter},
  author = {{Center for History and New Media}},
  howpublished = {http://zotero.org/support/quick\_start\_guide}
}

@article{chalmel2018,
  title = {De La Bienveillance En \'Education. {{\'Evolution}} Historique d'un Concept et Des Pratiques Associ\'ees},
  author = {Chalmel, Lo{\"i}c},
  year = {2018},
  pages = {0--14},
  issn = {9782912643537},
  doi = {10.4000/questionsvives.3686},
  abstract = {Le concept de bienveillance en \'education et en formation peut-il \^etre consid\'er\'e comme innovant ou r\'esulte-t-il d'une longue tradition historique, transmise dans le cadre d'un h\'eritage culturel ? Si l'on accepte la seconde \'eventualit\'e, le pr\'esent article se doit de donner \`a lire la nature du testament. D\`es lors, comment et quand l'id\'ee de bienveillance en \'education advient-elle ? Par quels canaux chemine-t-elle jusqu'\`a nous ? Quelles sont les modalit\'es de son d\'eveloppement : capillarit\'e, contagion, imitation, amalgame ? Qui l'articule \`a des pratiques effectives ? Comment la transmission s'op\`ere-t-elle finalement et quels en sont les instruments ? La facult\'e de \guillemotleft{} veillance \guillemotright{} de l'historien permet d'appr\'ehender les modes de transmission de la \guillemotleft{} bienveillance \guillemotright{} comme patrimoine culturel immat\'eriel, la p\'erennit\'e d'un tel patrimoine n\'ecessitant les r\'eappropriations successives de commut\'es de praticiens.Can the concept of benevolence in education and training be regarded as an in-novo or a long-standing historical tradition transmitted as part of a cultural heritage? If the second possibility is accepted, the present article must give the reader a reading of the nature of the will. How then and when does the idea of benevolence in education come about? By what channels does it travel to us? What are the modalities of its development: capillarity, contagion, imitation, and amalgam? Who articulates it in actual practices? How, in the end, does the transmission take place and what are its instruments? The ``veillance'' faculty of the historian makes it possible to apprehend the modes of transmission of ``benevolence'' as intangible cultural heritage, the perennially of such a patrimony requiring the successive reappointments of commutants of practitioners.},
  journal = {Questions vives recherches en \'education},
  number = {N\textdegree{} 29}
}

@book{charlesDisciplineClasseModeles2015,
  title = {{La discipline en classe : Mod\`eles, doctrines et conduite}},
  shorttitle = {{La discipline en classe : Mod\`eles, doctrines et conduite}},
  author = {Charles, Carol M.},
  year = {2015},
  publisher = {{De Boeck}},
  address = {{Bruxelles}},
  annotation = {OCLC: 670434244},
  isbn = {978-2-8041-0715-4},
  language = {French}
}

@article{charras2012,
  title = {L'enfance et l'adolescence in Situ: Facteurs Environnementaux Facilitateurs et Inhibiteurs de Troubles Cognitifs et Comportementaux},
  author = {Charras, K. and Depeau, S. and Wiss, M. and Lebihain, L. and Brizard, Y. and Bronsard, G.},
  year = {2012},
  volume = {18},
  pages = {353--372},
  doi = {10.1016/j.prps.2011.07.001},
  abstract = {The definition of mental health associates three fundamental variables: biological variables, psychological variables and environmental variables. In this article, we will focus on environmental variables that inhibit and facilitate cognitive and behavioural disorders in childhood and adolescence. Environmental psychology considers the interrelations between human and environment in its spatial, social and chronological dimensions and considers it as a characterized and undissociated system. We will bring to mind social and physical environmental variables with which children and adolescents interact frequently and, through a literature review, we will enlighten environmental variables that are susceptible to induce behavioural disorders and psychological variables that modulate children's and adolescent's relations to environment. We then suggest possible outcomes of this approach in clinical practice as well as in terms of therapeutic applications in child psychology and psychiatry. Finally, we evoke the necessity of taking in account neurobiological fields in order to outline a model of human development integrating the three variables that define mental health. \textcopyright{} 2012 Soci\'et\'e fran\c{c}aise de psychologie.},
  file = {/Users/nicolasbressoud/Zotero/storage/RTDE7NTW/Charras et al. - 2012 - L'enfance et l'adolescence in situ facteurs environnementaux facilitateurs et inhibiteurs de troubles cognitifs.pdf},
  journal = {Pratiques Psychologiques},
  keywords = {Adolescence,Childhood,Development,Environment,Epigenetic,Pathology},
  number = {4}
}

@article{chatzinikolaou2015,
  title = {Strength-Based Interventions in Secondary School: {{How}} Can They Be Most Helpful for Pupils at Risk and Not-at-Risk of Exclusion?},
  author = {Chatzinikolaou, Rodanthi},
  year = {2015},
  abstract = {Research in the field of positive psychology for children and young people has accumulated, and evidence shows that strength-based interventions can be beneficial in terms of wellbeing and school life outcomes. However, populations which are at higher risk of being excluded from school have not been adequately represented in the literature.  The study is designed to address two significant areas. Firstly, it aspires to define the effectiveness of strength-based techniques for adolescents, including those who are at risk of school exclusion. Secondly, it aims to clarify how to improve professional practice for educational psychologists (EPs) and educators when using these approaches. For the purposes of the study, a mixed methods approach was adopted and a strength-based intervention programme was implemented in three secondary schools of one Local Authority.  Questionnaires and semi-structured interviews were used to collect data about the effect of the intervention and ascertain potential areas of improvement. The findings reveal that although the intervention did not result in statistically significant improvements, pupils at risk of exclusion (AROE) seemed to have been affected more than pupils not AROE.  Using Thematic Analysis, participants' and facilitators' views were captured into themes, which revealed that self-concept, social skills and strengths development were enhanced through the programme. In addition, this analysis highlighted the different components that contributed to helpful and unhelpful practice. The study offers knowledge and perspectives in terms of school applications for supporting pupils AROE and not AROE, and canvasses strategies that can be embedded within the school curriculum in order to inspire educators working with vulnerable populations. Conclusions and recommendations about professional practice are also presented.},
  number = {April}
}

@article{chevallier-gate2014,
  title = {La Place Des \'Emotions Dans l'apprentissage. {{Vers}} Le Plaisir d'apprendre},
  author = {{Chevallier-gat{\'e}}, Christelle},
  year = {2014},
  pages = {1--15},
  abstract = {Entrer dans la rationalit\'e du savoir suppose d'accepter la d\'estabilisation que sa rencontre provoque. Pour certains apprenants, la peur d'apprendre devient invalidante et se transforme en refus face \`a l'apprentissage. D\`es lors, comment l'enseignant pourrait convertir cette peur en plaisir d'apprendre? Si des dispositifs sp\'ecifiques peuvent \^etre invent\'es, plus largement, les r\'esistances de l'apprenant viennent mettre en lumi\`ere ce qui se joue dans la relation p\'edagogique et inviter l'enseignant \`a d\'evelopper des attitudes aidantes, sans oublier pour autant l'horizon des savoirs \`a transmettre.},
  journal = {Revue Educatio},
  keywords = {analyse des pratiques professionnelles.,apprentissage,Émotions,peur d'apprendre,plaisir d'apprendre},
  number = {3}
}

@book{christodoulou2014,
  title = {Seven Myths about Education},
  author = {Christodoulou, Daisy},
  year = {2014},
  edition = {First edit},
  publisher = {{Routledge}},
  address = {{London ; New York}},
  isbn = {978-0-415-74681-6 978-0-415-74682-3},
  keywords = {Case studies,Education,Philosophy,Research}
}

@book{christodoulouSevenMythsEducation2014,
  title = {Seven Myths about Education},
  author = {Christodoulou, Daisy},
  year = {2014},
  edition = {First edition},
  publisher = {{Routledge}},
  address = {{London ; New York}},
  isbn = {978-0-415-74681-6 978-0-415-74682-3},
  keywords = {Case studies,Education,Philosophy,Research},
  lccn = {LB1028 .C538 2014}
}

@article{chung2016,
  title = {Do People with Intellectual Disability Use {{Nintendo Wii}} When Placed in Their Home as Part of a Physiotherapy Program? {{An}} Observational Study},
  author = {Chung, Alison M.J. and Harvey, Lisa A. and Hassett, Leanne M.},
  year = {2016},
  volume = {11},
  pages = {310--315},
  doi = {10.3109/17483107.2014.938705},
  abstract = {Purpose: To examine how much, and in what way, Nintendo Wii\texttrademark{} (Wii) is used when prescribed as part of a home-physiotherapy program for people with intellectual disability. Methods: Twenty people with intellectual disability were recruited. The following parameters were recorded about play patterns over a 12-week period: frequency, duration, perceived exertion, play position, play mode, initiation of play and games from Wii Sports and Wii Fit Plus. Results: Participants used the Wii for a median of 101 min per week (interquartile range [IQR]: 50-172) in weeks one and two across a median of three days per week (IQR: 3-4), decreasing down to a median of 35 min per week (IQR: 0-141) in weeks 11 and 12 across a median of one day per week (IQR: 0-3). Conclusions: Usage of the Wii drops off rapidly when it is placed in the homes of people with intellectual disability as part of a physiotherapy program.},
  journal = {Disability and Rehabilitation: Assistive Technology},
  keywords = {Intellectual disability,Nintendo Wii,physiotherapy},
  number = {4}
}

@article{clifton2003,
  title = {Investing in {{Strengths}}},
  author = {Clifton, J. K., D. O \& Harter},
  year = {2003},
  pages = {pp. 111-121},
  abstract = {Clifton, D.O., \& Harter, J.K. (2003). Investing in Strengths. In},
  journal = {Positive organizational scholarship: Foundations of a New Discipline},
  keywords = {Clifton,DO,Harter,JK},
  number = {March}
}

@book{collectifdidactiquepourenseigner2020,
  title = {{Enseigner, \c{c}a s'apprend}},
  author = {{Collectif Didactique pour enseigner}},
  year = {2020},
  annotation = {OCLC: 1141253775},
  isbn = {978-2-7256-3778-5},
  language = {French}
}

@article{cook2018,
  title = {Positive {{Greetings}} at the {{Door}}: {{Evaluation}} of a {{Low}}-{{Cost}}, {{High}}-{{Yield Proactive Classroom Management Strategy}}},
  author = {Cook, Clayton R. and Fiat, Aria and Larson, Madeline and Daikos, Christopher and Slemrod, Tal and Holland, Elizabeth A. and Thayer, Andrew J. and Renshaw, Tyler},
  year = {2018},
  volume = {20},
  pages = {149--159},
  issn = {1063-8210 VO  - PP},
  doi = {10.1177/1098300717753831},
  abstract = {A novel artificial glutathione peroxidase mimic consisting of a selenocystine-di-beta-cyclodextrin conjugate (selenium-bridged-6, 6'-amino-selenocystine-6,6'-deoxy-di-beta-cyclodextrin), in which selenocystine is bound to the primary side of beta-cyclodextrin through the two amino nitrogen groups of selenocystine, was synthesized. The glutathione peroxidase activities of the mimic-catalyzed reduction of H(2)O(2), tert-butylhydroperoxide, and cumene hydroperoxide by glutathione are 4.1, 2.11, and 5.82 units/micromol, respectively. The first activity was 82 and 4.2 times as much as that of selenocysteine and ebselen, respectively. Studies on the effect of substrate binding on the glutathione peroxidase activity suggest that it is important to consider substrate binding in designing glutathione peroxidase mimics. The detailed steady-state kinetic studies showed that the mimic-catalyzed reduction of H(2)O(2) by glutathione followed a ping-pong mechanism, which was similar to that of the native glutathione peroxidase.},
  file = {/Users/nicolasbressoud/Zotero/storage/V7RPTDJG/Positive Greetings at the Door - C. Daikos.pdf},
  journal = {Journal of Positive Behavior Interventions},
  keywords = {challenging behavior,classroom intervention,social relationships/interactions},
  number = {3}
}

@article{cooperrider2012,
  title = {Positive {{Organization Development}}: {{Innovation}}-Inspired {{Change}} in an {{Economy}} and {{Ecology}} of {{Strengths}}},
  author = {Cooperrider, David L. and Godwin, Lindsey N.},
  year = {2012},
  pages = {1--61},
  issn = {9780199940608},
  doi = {10.1093/oxfordhb/9780199734610.013.0056},
  abstract = {This article presents a framework for Innovation-inspired Positive Organization Development (IPOD). IPOD is presented as both a radical break from the problem solving approaches that have come to dominate the field, as well as a homecoming to OD's original affirmative spirit. The converging fields that inform the theory and practice of IPOD are detailed: Appreciative Inquiry, positive organizational scholarship, positive psychology, design theory, and the rise of sustainable enterprises. The theory of change underlying IPOD is articulated, including the three stages in creating strengths-based organizational innovation: 1) the elevation-and-extension of strengths, 2) the broadenand- building of capacity, and 3) the establishment of the new-and-eclipsing of the old. Recent work from the city of Cleveland, Ohio illustrates how these stages unfold. The chapter concludes with an agenda for evolving the field of IPOD, calling for a focus on designing positive institutions that refract and magnify our highest human strengths outward into society.},
  journal = {The Oxford Handbook of Positive Organizational Scholarship},
  keywords = {Appreciative inquiry,Innovation,Innovation-inspired positive organization developm,Managing as design,Positive institutions,Strength-based management,Sustainability,Theory of change}
}

@book{cordier2012,
  title = {Apprentissage et M\'emoire},
  author = {Cordier, Fran{\c c}oise and Gaonac'h, Daniel and Blanchet, Alain},
  year = {2012},
  publisher = {{Armand Colin}},
  address = {{Paris}},
  isbn = {978-2-200-24990-8}
}

@book{cordierApprentissageMemoire2012,
  title = {{Apprentissage et m\'emoire}},
  author = {Cordier, Fran{\c c}oise and Gaonac'h, Daniel and Blanchet, Alain},
  year = {2012},
  publisher = {{Armand Colin}},
  address = {{Paris}},
  annotation = {OCLC: 1041260643},
  isbn = {978-2-200-24990-8},
  language = {French}
}

@article{cottraux2008,
  title = {La Psychologie Positive. Un Nouveau Mod??Le Pour La Psychoth??Rapie et La Pr??Vention ?},
  author = {Cottraux, J.},
  year = {2008},
  volume = {6},
  pages = {175--180},
  doi = {10.1007/s11836-008-0075-x},
  journal = {Psn},
  number = {4}
}

@book{cretin2014,
  title = {Vivre Mieux Avec Les \'Emotions de Son Enfant},
  author = {Cr{\'e}tin, Aur{\'e}lie},
  year = {2014},
  publisher = {{O. Jacob}},
  address = {{Paris}},
  isbn = {978-2-7381-3048-8}
}

@book{cretinVivreMieuxAvec2014,
  title = {{Vivre mieux avec les \'emotions de son enfant}},
  author = {Cr{\'e}tin, Aur{\'e}lie},
  year = {2014},
  publisher = {{O. Jacob}},
  address = {{Paris}},
  annotation = {OCLC: 1040779372},
  isbn = {978-2-7381-3048-8},
  language = {French}
}

@article{critchley2012,
  title = {The Effects of Positive Psychology on the Efficacy Beliefs of School Staff},
  author = {Critchley, Hannah and Gibbs, Simon},
  year = {2012},
  volume = {29},
  pages = {64--76},
  issn = {02671611},
  abstract = {Efficacy beliefs have been found to have significant influence on effort and persistence, and are associated with protective factors such as resilience, personal well-being and achievement (Bandura, 1997). The effects of positive psychology in schools have received little attention to date. However, since positive psychology offers a focus on the positive aspects of human experience (Seligman \& Csikszentmihalyi, 2000) we theorised that it could effect positive changes in teachers' efficacy beliefs. A mixed-methods approach was used in a small-scale study of staff in two primary schools. Interview and focus group data informed the development of a questionnaire that was subsequently used to gather pre- and post-intervention data. Staff in one school were introduced to aspects of positive psychology and participated in an intervention designed to cause reflection on good things'. Staff in a second school acted as a control group. Findings suggest that efficacy beliefs had been enhanced for staff who had participated in the intervention, but not in the comparable school where staff had acted as a control group. Implications and limitations of the study are discussed and suggestions made for future research.},
  journal = {Educational and Child Psychology},
  keywords = {Efficacy beliefs,Positive psychology,Teacher well-being},
  number = {4}
}

@article{cuisinier2010,
  title = {Les \'Emotions Affectent-Elles Les Performances Orthographiques En Dict\'ee ?},
  author = {Cuisinier, Fr{\'e}d{\'e}rique and {Sanguin-Bruckert}, Christine and Bruckert, Jean Pierre and Clavel, C{\'e}line},
  year = {2010},
  volume = {110},
  pages = {3--48},
  doi = {10.4074/S0003503310001016},
  abstract = {This research examines the influence of the emotional content of a text on the orthographic production of 187 5th graders. The exercise of dictation implies complex cognitive activities and for this reason is an interesting task to study the emotion-cognition interactions in the school context. In reference to empirical studies about emotion influence on problem solving activities, the hypothesis that the emotional content (happy, sad or neutral) of a text read to children will found a congruent emotional state with the valence of the text is tested. The results show that the spelling success varies according to the valence of the read text. This effect is not mediated by an emotional state produced by the text. The best scores are observed with the neutral text. The dictation drawn from the sad text is carried out more successfully than that drawn from the happy one. An interaction between the valence of the read text, the spelling level (evaluated using a pilot dictation) and orthographic dimensions also appears. The whole of the results is interpreted in terms of orientation on the emotional content and its distracter effect compared to the principal task of spelling. (PsycINFO Database Record (c) 2010 APA, all rights reserved) (journal abstract)},
  journal = {Annee Psychologique},
  number = {1}
}

@article{cuisinier2011,
  title = {\'Emotion {{Et Cognition En Classe}}},
  author = {Cuisinier, Fr{\'e}d{\'e}rique and Pons, Francisco},
  year = {2011}
}

@article{cuisinier2015,
  title = {Les \'Emotions Dans Les Apprentissages Scolaires : {{Un}} Domaine de Recherche En \'Emergence},
  author = {Cuisinier, F. and {Tornare} and Pons, F.},
  year = {2015},
  volume = {27},
  pages = {527--536},
  journal = {ANAE - Approche Neuropsychologique des Apprentissages chez l'Enfant},
  keywords = {Children,Cognition,Emotion,School learning},
  number = {139}
}

@article{culturas2018,
  title = {Education et Bonheur Quels Enjeux ?},
  author = {Culturas, U N A Mezcla D E},
  year = {2018}
}

@book{curonici2014,
  title = {Des Difficult\'es Scolaires Aux Ressources de l'\'ecole: Un Mod\`ele de Consultation Syst\'emique Pour Psychologues et Enseignants},
  author = {Curonici, Chiara and Joliat, Fran{\c c}oise and MacCulloch, Patricia},
  year = {2014},
  publisher = {{De Boeck}},
  address = {{Bruxelles}},
  abstract = {Cet ouvrage pr\'esente les fondements th\'eoriques syst\'emiques particuli\`erement pertinents pour comprendre, att\'enuer ou r\'esoudre les difficult\'es d'apprentissage et de comportement dans le cadre de l'\'ecole. Les auteurs proposent une m\'ethodologie de collaboration avec les enseignants permettant de red\'efinir le probl\`eme scolaire en termes interactionnels et contextuels, et de co-construire des solutions nouvelles, dynamiques et op\'erationnelles. De nombreux exemples de troubles d'apprentissage et de comportement, de probl\'ematiques li\'ees \`a la migration, \`a l'enseignement sp\'ecialis\'e et aux relations famille-\'ecole illustrent l'application rigoureuse de cette m\'ethodologie et la mise en pratique de cette approche en milieu scolaire. (4e de couv.).},
  isbn = {978-2-8041-5242-0}
}

@book{curoniciDifficultesScolairesAux2014,
  title = {{Des difficult\'es scolaires aux ressources de l'\'ecole: un mod\`ele de consultation syst\'emique pour psychologues et enseignants}},
  shorttitle = {{Des difficult\'es scolaires aux ressources de l'\'ecole}},
  author = {Curonici, Chiara and Joliat, Fran{\c c}oise and MacCulloch, Patricia},
  year = {2014},
  publisher = {{De Boeck}},
  address = {{Bruxelles}},
  abstract = {Cet ouvrage pr\'esente les fondements th\'eoriques syst\'emiques particuli\`erement pertinents pour comprendre, att\'enuer ou r\'esoudre les difficult\'es d'apprentissage et de comportement dans le cadre de l'\'ecole. Les auteurs proposent une m\'ethodologie de collaboration avec les enseignants permettant de red\'efinir le probl\`eme scolaire en termes interactionnels et contextuels, et de co-construire des solutions nouvelles, dynamiques et op\'erationnelles. De nombreux exemples de troubles d'apprentissage et de comportement, de probl\'ematiques li\'ees \`a la migration, \`a l'enseignement sp\'ecialis\'e et aux relations famille-\'ecole illustrent l'application rigoureuse de cette m\'ethodologie et la mise en pratique de cette approche en milieu scolaire. (4e de couv.).},
  annotation = {OCLC: 1041002309},
  isbn = {978-2-8041-5242-0},
  language = {French}
}

@article{dahl2019,
  title = {The {{Social Origins}} of {{Human Prosociality}}},
  author = {Dahl, Audun and Brownell, Celia A.},
  year = {2019},
  month = jun,
  volume = {28},
  pages = {274--279},
  doi = {10.1177/0963721419830386},
  abstract = {From early in life, children help, comfort, and share with other people. Recent research has deepened scientific understanding of the development of prosociality\textemdash efforts to promote the welfare of others. In this article, we discuss two key insights about the emergence and early development of prosocial behavior, focusing on the development of helping. First, children's motivations and capabilities for helping change in quality as well as quantity over the opening years of life. Specifically, helping begins in participatory activities without prosocial intent in the first year of life, becoming increasingly autonomous and motivated by prosocial intent over the second year. Second, helping emerges through bidirectional social interactions starting at birth: Caregivers and other individuals support the development of helping in a variety of ways, and young children play active roles that often influence caregiver behavior. The question now is not whether but how social interactions contribute to the development of prosocial behavior. Recent methodological and theoretical advances provide exciting avenues for future research on the social and emotional origins of human prosociality.},
  journal = {Current Directions in Psychological Science},
  keywords = {development,helping,infancy,prosocial behavior,socialization},
  number = {3}
}

@article{dalton2017,
  title = {Universal {{Design}} for {{Learning}}: {{Guiding Principles}} to {{Reduce Barriers}} to {{Digital}} \& {{Media Literacy Competence}}},
  shorttitle = {Universal {{Design}} for {{Learning}}},
  author = {Dalton, Elizabeth M.},
  year = {2017},
  month = nov,
  volume = {9},
  pages = {17--29},
  issn = {21678715},
  doi = {10.23860/JMLE-2019-09-02-02},
  abstract = {Universal Design for Learning (UDL), a framework for designing instruction to address the wide range of learner variation in today's inclusive classrooms, can be applied effectively to broaden access, understanding, and engagement in digital and media literacy learning for ALL. UDL supports constructivist learning principles. UDL strategies and methods encourage development of expert learners though personal engagement and motivation. UDL transforms one-size-fits-all instruction into diverse, multiple, and accessible learning opportunities that embrace student variation. UDL principles and guidelines offer a unique way for educators in digital and media literacy fields to ensure that their work will benefit the widest range of learners, including those with learning challenges and disabilities.},
  file = {/Users/nicolasbressoud/Zotero/storage/6G5X8LT5/Dalton - 2017 - Universal Design for Learning Guiding Principles .pdf},
  journal = {Journal of Media Literacy Education},
  language = {en},
  number = {2}
}

@article{datta2014,
  title = {Behavioral Design: {{A}} New Approach to Development Policy},
  author = {Datta, Saugato and Mullainathan, Sendhil},
  year = {2014},
  issn = {9789292308247},
  doi = {10.1111/roiw.12093},
  abstract = {Successful development programs rely on people to behave and choose in certain ways, and behavioral economics helps us understand why people behave and choose as they do. This paper sketches how to design development programs and policies in ways that are cognizant of and informed by the insights behavioral economics provides into human behavior. It distills the key insights of behavioral economics into a parsimonious framework about the constraints under which people make decisions. It then shows how this framework leads to a set of design principles that can be employed to design programs in areas including health, education, productivity, agriculture, finance, and the delivery of public services. Finally, it offers some reflections on the ways in which these insights and design principles can be incorporated into existing and planned programs to improve their reach and effectiveness.},
  journal = {Review of Income and Wealth},
  keywords = {Behavioral economics,Development,Program design}
}

@article{de2015,
  title = {Note de Synth\`ese [{{Les}} Recherches Sur Les Effets-\'Ecoles et Les Effets-Ma\^itres]},
  author = {De, Note and Bressoux, M Pascal},
  year = {2015},
  volume = {108},
  pages = {91--137}
}

@book{debarbieuxImpassePunitionEcole2018,
  title = {L'impasse de La Punition \`a l'\'ecole: Des Solutions Alternatives En Classe},
  shorttitle = {L'impasse de La Punition \`a l'\'ecole},
  editor = {Debarbieux, {\'E}ric},
  year = {2018},
  publisher = {{Armand Colin}},
  address = {{Malakoff}},
  isbn = {978-2-200-62214-5},
  keywords = {Educational psychology,France,Rewards and punishments in education,School discipline},
  lccn = {LB3025 .I46 2018}
}

@article{delorimier1995,
  title = {Social {{Coordination During Pretend Play}} : {{Comparisons With Nonpretend Play}} and {{Effects}} on {{Expressive Content Author}} ( s ): {{Sylvie}} de {{Lorimier}} , {{Anna}}-{{Beth Doyle}} and {{Odile Tessier Published}} by : {{Wayne State University Press Stable URL}} : {{http://www.jstor.org}}},
  author = {{de Lorimier}, Sylvie},
  year = {1995},
  volume = {41},
  pages = {497--516},
  number = {4}
}

@article{demeris2016,
  title = {The {{Influence}} of {{Students}} with {{Special Needs Included}} in {{Grade}}-3 {{Classrooms}} on the {{Large}}- {{Scale Achievement Scores}} of {{Students}} without {{Special Needs Published}} by : {{Canadian Society}} for the {{Study}} of {{Education Stable URL}} : {{http://www.jstor.org/stable/204666}}},
  author = {Demeris, Henk and Childs, Ruth A and Jordan, Anne},
  year = {2016},
  volume = {30},
  pages = {609--627},
  number = {3}
}

@article{denervaud2019,
  title = {Beyond Executive Functions, Creativity Skills Benefit Academic Outcomes: {{Insights}} from {{Montessori}} Education},
  author = {Denervaud, Solange and Knebel, Jean Fran{\c c}ois and Hagmann, Patric and Gentaz, Edouard},
  year = {2019},
  volume = {14},
  pages = {1--13},
  issn = {1111111111},
  doi = {10.1371/journal.pone.0225319},
  abstract = {Studies have shown scholastic, creative, and social benefits of Montessori education, benefits that were hypothesized to result from better executive functioning on the part of those so educated. As these previous studies have not reported consistent outcomes supporting this idea, we therefore evaluated scholastic development in a cross-sectional study of kindergarten and elementary school-age students, with an emphasis on the three core executive measures of cognitive flexibility, working memory update, and selective attention (inhibition). Two hundred and one (201) children underwent a complete assessment: half of the participants were from Montessori settings, while the other half were controls from traditional schools. The results confirmed that Montessori participants outperformed peers from traditional schools both in academic outcomes and in creativity skills across age groups and in self-reported well-being at school at kindergarten age. No differences were found in global executive functions, except working memory. Moreover, a multiple mediations model revealed a significant impact of creative skills on academic outcomes influenced by the school experience. These results shed light on the possibly overestimated contribution of executive functions as the main contributor to scholastic success of Montessori students and call for further investigation. Here, we propose that Montessori school-age children benefit instead from a more balanced development stemming from self-directed creative execution.},
  file = {/Users/nicolasbressoud/Zotero/storage/3TJ558I2/journal.pone.0225319.pdf},
  journal = {PLoS ONE},
  number = {11}
}

@article{deschamps2012,
  title = {Existe-t-Il Un V\'eritable Altruisme Bas\'e Sur Les Valeurs Personnelles~?},
  author = {Deschamps, J-F. and Finkelstein, R{\'e}mi},
  year = {2012},
  volume = {Num\'ero 93},
  pages = {37--37},
  issn = {9782875620026},
  doi = {10.3917/cips.093.0037},
  journal = {Les cahiers internationaux de psychologie sociale},
  number = {1}
}

@article{deslauriers2019,
  title = {Measuring Actual Learning versus Feeling of Learning in Response to Being Actively Engaged in the Classroom},
  author = {Deslauriers, Louis and McCarty, Logan S. and Miller, Kelly and Callaghan, Kristina and Kestin, Greg},
  year = {2019},
  month = sep,
  volume = {116},
  pages = {19251--19257},
  doi = {10.1073/pnas.1821936116},
  abstract = {We compared students' self-reported perception of learning with their actual learning under controlled conditions in large-enrollment introductory college physics courses taught using 1) active instruction (following best practices in the discipline) and 2) passive instruction (lectures by experienced and highly rated instructors). Both groups received identical class content and handouts, students were randomly assigned, and the instructor made no effort to persuade students of the benefit of either method. Students in active classrooms learned more (as would be expected based on prior research), but their perception of learning, while positive, was lower than that of their peers in passive environments. This suggests that attempts to evaluate instruction based on students' perceptions of learning could inadvertently promote inferior (passive) pedagogical methods. For instance, a superstar lecturer could create such a positive feeling of learning that students would choose those lectures over active learning. Most importantly, these results suggest that when students experience the increased cognitive effort associated with active learning, they initially take that effort to signify poorer learning. That disconnect may have a detrimental effect on students' motivation, engagement, and ability to self-regulate their own learning. Although students can, on their own, discover the increased value of being actively engaged during a semester-long course, their learning may be impaired during the initial part of the course. We discuss strategies that instructors can use, early in the semester, to improve students' response to being actively engaged in the classroom.},
  journal = {Proceedings of the National Academy of Sciences},
  number = {39}
}

@article{dessibourg2018,
  title = {Varia},
  author = {Dessibourg, Malika S},
  year = {2018},
  volume = {40},
  pages = {697--724},
  number = {3}
}

@article{dessus2007,
  title = {Syst\`emes d'observation de Classes et Prise En Compte de La Complexit\'e Des \'Ev\`enements Scolaires},
  author = {Dessus, Philippe},
  year = {2007},
  volume = {23},
  pages = {103--118},
  doi = {10.3917/cdle.023.0103},
  journal = {Carrefours de l'Education}
}

@article{dewi2018,
  title = {The {{Effectiveness}} of {{Universal Design}} for {{Learning}}},
  author = {Dewi, Salamiah Sari and Dalimunthe, Hairul Anwar and Faadhil, .},
  year = {2018},
  month = dec,
  volume = {6},
  pages = {112},
  issn = {2329-9150},
  doi = {10.5296/jsss.v6i1.14042},
  abstract = {Each class has always consisted of students who have diverse characteristics and capabilities, and teachers have a responsibility to teach all the students in their class without exception. The teachers need a practical teaching approach to overcome such diversity. UDL is an approach designing in learning activities which are appropriate and effective for all students to use three underlying principles. This study aims to conduct a meta-analysis related to the useful application of UDL, in improving the quality of student learning based on twelve previous studies published in the journal. The results of the meta-analysis showed that the application of the principles of UDL could improve the quality of learners' learning process.},
  file = {/Users/nicolasbressoud/Zotero/storage/SYR8FIX8/Dewi et al. - 2018 - The Effectiveness of Universal Design for Learning.pdf},
  journal = {Journal of Social Science Studies},
  language = {en},
  number = {1}
}

@article{diamond,
  title = {Preschool {{Program Improves Cognitive Control}}},
  author = {Diamond, Adele and Barnett, W Steven and Thomas, Jessica and Munro, Sarah},
  abstract = {Cognitive control skills important for success in school and life are amenable to improvement in at-risk preschoolers without costly interventions. Executive functions (EFs), also called cognitive control, are critical for success in school and life. Although EF skills are rarely taught, they can be. The Tools of the Mind (Tools) curriculum improves EFs in preschoolers in regular classrooms with regular teachers at minimal expense. Core EF skills are (i) inhibitory control (resisting habits, temptations, or distractions), (ii) working memory (mentally holding and using information), and (iii) cognitive flexibility (adjusting to change) (1,2).}
}

@article{diamond2012,
  title = {Activities and {{Programs That Improve Children}}'s {{Executive Functions}}},
  author = {Diamond, Adele},
  year = {2012},
  volume = {21},
  pages = {335--341},
  doi = {10.1177/0963721412453722.Activities},
  keywords = {aerobics,cognitive control,diverse activities have been,executive control,inhibition,intervention,martial arts,prefrontal cortex,published in peer-reviewed journals,reported in research papers,self-control,self-regulation,training,working memory,yoga},
  number = {5}
}

@article{diamond2016,
  title = {Conclusions about Interventions, Programs, and Approaches for Improving Executive Functions That Appear Justified and Those That, despite Much Hype, Do Not},
  author = {Diamond, Adele and Ling, Daphne S.},
  year = {2016},
  volume = {18},
  pages = {34--48},
  doi = {10.1016/j.dcn.2015.11.005},
  abstract = {The 'Executive Functions' (EFs) of inhibitory control, working memory, and cognitive flexibility enable us to think before we act, resist temptations or impulsive reactions, stay focused, reason, problem-solve, flexibly adjust to changed demands or priorities, and see things from new and different perspectives. These skills are critical for success in all life's aspects and are sometimes more predictive than even IQ or socioeconomic status. Understandably, there is great interest in improving EFs. It's now clear they can be improved at any age through training and practice, much as physical exercise hones physical fitness. However, despite claims to the contrary, wide transfer does not seem to occur and 'mindless' aerobic exercise does little to improve EFs. Important questions remain: How much can EFs be improved (are benefits only superficial) and how long can benefits be sustained? What are the best methods for improving EFs? What about an approach accounts for its success? Do the answers to these differ by individual characteristics such as age or gender? Since stress, sadness, loneliness, or poor health impair EFs, and the reverse enhances EFs, we predict that besides directly train EFs, the most successful approaches for improving EFs will also address emotional, social, and physical needs.},
  journal = {Developmental Cognitive Neuroscience},
  keywords = {Aerobic exercise,Cognitive training,Loneliness,Prefrontal cortex,Stress,Working memory}
}

@techreport{diamonda,
  title = {Apprendre \`a Apprendre},
  author = {Diamond, Adele},
  abstract = {Comment aider les enfants \`a r\'eussir \`a l'\'ecole et, plus g\'en\'eralement, \`a d\'evelopper leurs capacit\'es intellectuelles ? Les r\'esultats de travaux fondamentaux en psychologie et en neurosciences permettent de proposer des m\'ethodes p\'edagogiques efficaces, bien qu'elles semblent parfois aller contre le bon sens. Les enseignants, comme les parents, insistent souvent sur les apprentissages de connaissances ou sur les capacit\'es de raisonnement, dont l'on mesure l'efficacit\'e par des coefficients tels que le quotient intellectuel (QI). Mais de nombreuses \'etudes ont montr\'e que la capacit\'e \`a contr\^oler ses actions et son attention, ce que l'on nomme la capacit\'e d'inhibition, serait plus d\'eterminante pour la r\'eussite scolaire d'un enfant [1]. Plus g\'en\'eralement, les fonctions dites \guillemotleft{} ex\'ecutives \guillemotright{} du cerveau, l'inhibition, mais aussi la m\'emoire de travail (capacit\'e \`a garder en t\^ete des informations et de travailler avec) et la souplesse cognitive (capacit\'e \`a changer des fa\c{c}ons d'agir ou de r\'efl\'echir pour faire quelque chose), sont indispensables pour apprendre et r\'eussir dans tous les domaines et tout au long de la vie.},
  file = {/Users/nicolasbressoud/Zotero/storage/EJ8ZETSJ/Diamond - Unknown - Apprendre à apprendre.pdf}
}

@article{diaz2017,
  title = {Relations of Positive and Negative Expressivity and Effortful Control to Kindergarteners' Student\textendash Teacher Relationship, Academic Engagement, and Externalizing Problems at School},
  author = {Diaz, Anjolii and Eisenberg, Nancy and Valiente, Carlos and VanSchyndel, Sarah and Spinrad, Tracy L. and Berger, Rebecca and Hernandez, Maciel M. and Silva, Kassondra M. and Southworth, Jody},
  year = {2017},
  volume = {67},
  pages = {3--14},
  issn = {0092-6566(Print)},
  doi = {10.1016/j.jrp.2015.11.002},
  abstract = {The current study examined the role of naturally-occurring negative and positive emotion expressivity in kindergarten and children's effortful control (EC) on their relationships with teachers, academic engagement, and problems behaviors in school. Further, the potential moderating role of EC on these important school outcomes was assessed. Emotion and engagement were observed at school. EC was assessed by multiple methods. Teachers reported on their student\textendash teacher relationships and students' externalizing behaviors. Children's emotion expressivity and EC were related to engagement and relationships with teachers as well as behavioral problems at school. Children low in EC may be particularly vulnerable to the poor outcomes associated with relatively intense emotion expressivity as they struggle to manage their emotions and behaviors in the classroom.},
  journal = {Journal of Research in Personality},
  keywords = {Academic engagement,Behavioral problems,Effortful control,Emotion,Student–teacher relationships,Temperament}
}

@book{diller2015,
  title = {{Amenag\'er sa classe pour favoriser l'apprentissage}},
  author = {Diller, Debbie},
  year = {2015},
  publisher = {{Cheneli\`ere}},
  address = {{Montr\'eal}},
  abstract = {Aiuta ad organizzare l'aula sia per l'intera classe sia per delle letture in piccoli gruppi. Inoltre, spiega come creare dei centri di lettura, delle biblioteche di classe e degli spazi funzionali per l'insegnamento. Si occupa delgi spazi nella Scuola dell'infanzie e nella Scuola elementare. (fonte: cheneliere.ca. trad: FF).},
  annotation = {OCLC: 926229294},
  isbn = {978-2-7650-4975-3},
  language = {French}
}

@book{dini2016,
  title = {Une \'Education Int\'egrale Pour Grandir En s'\'epanouissant: Accompagner Les Enfants et Les Adolescents Avec Bienveillance et Discernement},
  author = {Dini, Fabrice and Scanziani, Emanuele},
  year = {2016},
  publisher = {{Faim de Si\`ecle}},
  address = {{S.l.}},
  abstract = {Pour accompagner les enfants dans ce si\`ecle plein d'opportunit\'es et de complexit\'e, il est temps de tenir compte de fa\c{c}on coh\'erente et subtile de l'ensemble des facteurs qui influencent leur d\'eveloppement physique, \'emotionnel, cognitif, social et int\'erieur ! Ce livre pr\'esente une vision int\'egrale, globale et pratique de l'\'education : des techniques pour d\'evelopper les facult\'es mentales - m\'emorisation, concentration, visualisation - aux outils pour mieux g\'erer le stress et pour cultiver la confiance en soi chez les enfants et les adolescents. Il pr\'esente \'egalement les courants qui fa\c{c}onnent le futur de l'\'education : la pleine conscience, l'intelligence \'emotionnelle, la psychologie positive, la p\'edagogie par la nature, l'\'ethique et les qualit\'es humaines fondamentales dans l'\'education, etc. ce sont autant d'outils \`a explorer pour les parents et les enseigants. [4e de couv.]},
  isbn = {978-2-940422-47-0}
}

@book{diniEducationIntegralePour2016,
  title = {{Une \'education int\'egrale pour grandir en s'\'epanouissant: accompagner les enfants et les adolescents avec bienveillance et discernement}},
  shorttitle = {{Une \'education int\'egrale pour grandir en s'\'epanouissant}},
  author = {Dini, Fabrice and Scanziani, Emanuele},
  year = {2016},
  publisher = {{Faim de Si\`ecle}},
  address = {{S.l.}},
  abstract = {Pour accompagner les enfants dans ce si\`ecle plein d'opportunit\'es et de complexit\'e, il est temps de tenir compte de fa\c{c}on coh\'erente et subtile de l'ensemble des facteurs qui influencent leur d\'eveloppement physique, \'emotionnel, cognitif, social et int\'erieur ! Ce livre pr\'esente une vision int\'egrale, globale et pratique de l'\'education : des techniques pour d\'evelopper les facult\'es mentales - m\'emorisation, concentration, visualisation - aux outils pour mieux g\'erer le stress et pour cultiver la confiance en soi chez les enfants et les adolescents. Il pr\'esente \'egalement les courants qui fa\c{c}onnent le futur de l'\'education : la pleine conscience, l'intelligence \'emotionnelle, la psychologie positive, la p\'edagogie par la nature, l'\'ethique et les qualit\'es humaines fondamentales dans l'\'education, etc. ce sont autant d'outils \`a explorer pour les parents et les enseigants. [4e de couv.]},
  annotation = {OCLC: 999743221},
  isbn = {978-2-940422-47-0},
  language = {French}
}

@article{duncan2006,
  title = {School {{Readiness}} and {{Later Achievement Center}} for the {{Analysis}} of {{Pathways}} from {{Childhood}} To},
  author = {Duncan, Greg J and Dowsett, Chantelle J and Claessens, Amy and Magnuson, Katherine and Huston, Aletha C and Klebanov, Pamela and Pagani, Linda and Feinstein, Leon and Engel, Mimi and {Brooks-Gunn}, Jeanne and Sexton, Holly and Duckworth, Kathryn and Japel, Crista and Aber, Larry and Appelbaum, Mark and Caspi, Avshalom and Cordray, David and Ginsburg, Herbert and Grissmer, David and Lipsey, Mark and Raver, Cybele and Sameroff, Arnold and Siegler, Robert and Thompson, Ross and Jo Wilson, Sandra and Zill, Nicholas},
  year = {2006}
}

@article{durlak2011,
  title = {The {{Impact}} of {{Enhancing Students}}' {{Social}} and {{Emotional Learning}}: {{A Meta}}-{{Analysis}} of {{School}}-{{Based Universal Interventions}}},
  author = {Durlak, Joseph A. and Weissberg, Roger P. and Dymnicki, Allison B. and Taylor, Rebecca D. and Schellinger, Kriston B.},
  year = {2011},
  volume = {82},
  pages = {405--432},
  issn = {00093920},
  doi = {10.1111/j.1467-8624.2010.01564.x},
  abstract = {This article presents findings from a meta-analysis of 213 school-based, universal social and emotional learning (SEL) programs involving 270,034 kindergarten through high school students. Compared to controls, SEL participants demonstrated significantly improved social and emotional skills, attitudes, behavior, and academic performance that reflected an 11-percentile-point gain in achievement. School teaching staff successfully conducted SEL programs. The use of 4 recommended practices for developing skills and the presence of implementation problems moderated program outcomes. The findings add to the growing empirical evidence regarding the positive impact of SEL programs. Policy makers, educators, and the public can contribute to healthy development of children by supporting the incorporation of evidence-based SEL programming into standard educational practice.},
  journal = {Child Development},
  number = {1}
}

@article{ebersold2009,
  title = {\guillemotleft{} {{Inclusion}} \guillemotright},
  author = {Ebersold, Serge},
  year = {2009},
  pages = {71--83},
  issn = {9782734211648},
  journal = {Recherche et Formation},
  number = {61}
}

@book{ekman2007,
  title = {Emotions Revealed: Recognizing Faces and Feelings to Improve Communication and Emotional Life},
  shorttitle = {Emotions Revealed},
  author = {Ekman, Paul},
  year = {2007},
  edition = {2nd Owl Books ed},
  publisher = {{Owl Books}},
  address = {{New York}},
  isbn = {978-0-8050-8339-2},
  keywords = {Emotions,Expression,Interpersonal communication},
  lccn = {BF591 .E35 2007}
}

@article{elmore1996,
  title = {Getting to {{Scale}} with {{Good Educational Practice}}},
  author = {Elmore, Richard F.},
  year = {1996},
  volume = {66},
  pages = {1--27},
  journal = {Harvard Educational Review},
  number = {1}
}

@article{emmons2003,
  title = {Counting Blessings versus Burdens: {{An}} Experimental Investigation of Gratitude and Subjective Well-Being in Daily Life},
  author = {Emmons, Robert A. and McCullough, Michael E.},
  year = {2003},
  volume = {84},
  pages = {377--389},
  issn = {0022-3514 1939-1315},
  doi = {10.1037/0022-3514.84.2.377},
  abstract = {The effect of a grateful outlook on psychological and physical well-being was examined. In Studies 1 and 2, participants were randomly assigned to 1 of 3 experimental conditions (hassles, gratitude listing, and either neutral life events or social comparison); they then kept weekly (Study 1) or daily (Study 2) records of their moods, coping behaviors, health behaviors, physical symptoms, and overall life appraisals. In a 3rd study, persons with neuromuscular disease were randomly assigned to either the gratitude condition or to a control condition. The gratitude-outlook groups exhibited heightened well-being across several, though not all, of the outcome measures across the 3 studies, relative to the comparison groups. The effect on positive affect appeared to be the most robust finding. Results suggest that a conscious focus on blessings may have emotional and interpersonal benefits.},
  journal = {Journal of Personality and Social Psychology},
  number = {2}
}

@article{emmons2011,
  title = {Why {{Gratitude Enhances Well}}-{{Being}}: {{What We Know}}, {{What We Need}} to {{Know}}},
  author = {Emmons, Robert A. and Mishra, Anjali},
  year = {2011},
  pages = {248--262},
  issn = {9780199893263},
  doi = {10.1093/acprof:oso/9780195373585.003.0016},
  abstract = {Positive psychology exploded into public consciousness 10 years ago and has continued to capture attention around the world ever since. The movement promised to study positive human nature, using only the most rigorous scientific tools and theories. How well has this promise been fulfilled? This book evaluates the first decade of this fledgling field of study from the perspective of nearly every leading researcher in the field. Scholars in the areas of social, personality, clinical, biological, emotional, and applied psychology take stock of their fields, while bearing in mind the original manifesto and goals of the postive psychology movement. They provide honest, critical evaluations of the flaws and untapped potential of their fields of study. The contributors design the optimal future of positive psychology by addressing gaps, biases, and methodological limitations, and exploring exciting new questions.},
  journal = {Designing Positive Psychology: Taking Stock and Moving Forward},
  keywords = {Benevolence,Gratitude,Openness,Positive human functioning,Well-being}
}

@article{encinar2017,
  title = {Comp\'etences Psychosociales et Bien-\^Etre Scolaire Chez l'enfant : Une Validation Fran\c{c}aise Pilote},
  author = {Encinar, Pierre-Emmanuel and Tessier, Damien and Shankland, R{\'e}becca},
  year = {2017},
  volume = {2017},
  pages = {37--60},
  doi = {10.4074/s0013754517001045},
  abstract = {D'apr\`es l'Organisation mondiale de la sant\'e (OMS), les Comp\'etences psy- chosociales (CPS) repr\'esentent l'habilet\'e d'une personne \`a g\'erer de mani\`ere efficace les demandes et difficult\'es quotidiennes. Elles permettent \`a l'individu de maintenir son bien-\^etre psychologique tout en \'etant capable d'interagir de mani\`ere appropri\'ee et constructive avec son entourage. Un nombre croissant de recherches s'int\'eresse aujourd'hui \`a ces comp\'etences. Toutefois, il n'existe \`a ce jour aucun outil permettant d'\'evaluer les dix comp\'etences identifi\'ees par l'OMS. Notre \'etude vise \`a d\'evelopper un outil de mesure int\'egratif permettant d'\'evaluer les comp\'etences psychosociales chez l'enfant. Cet article pr\'esente une premi\`ere \'etape de cette \'etude plus large qui a consist\'e \`a valider en langue fran\c{c}aise un outil de mesure des comp\'etences \'emotionnelles chez l'enfant \textendash{} l'Assessment of Children's Emotion Skills (ACES ; Schultz, Izard, \& Bear, 2004) et la dimension \guillemotleft{} gestion des \'emotions \guillemotright{} du Life Skills Transfer Survey (Weiss, Bolter, \& Kipp, 2014) \textendash{} qui constituent l'une des trois cat\'egories de comp\'etences psychosociales. Les implications du d\'eveloppement d'un tel outil mesurant les comp\'etences psychosociales chez l'enfant sont discut\'ees au regard de l'\'evaluation de dispositifs d'interventions visant \`a d\'evelopper ces comp\'etences dans les \'ecoles.},
  journal = {Enfance},
  number = {01}
}

@article{estrada1997,
  title = {Positive {{Affect Facilitates Integration}} of {{Information}} and {{Decreases Anchoring}} in {{Reasoning}} among {{Physicians}}},
  author = {Estrada, Carlos A and Isen, Alice M and Young, Mark J},
  year = {1997},
  volume = {72},
  pages = {117--135},
  issn = {0749-5978},
  doi = {10.1006/obhd.1997.2734},
  abstract = {The present study investigated the influence of positive affect on clinical reasoning among practicing physicians using a simulated patient protocol. Forty-four internists were randomized to one of three groups; a control group, an affect-induction group, in which they received a small package of candy, or a group that was asked to read humanistic statements regarding the practice of medicine. Physicians ``thought aloud'' while they solved a case of a patient with liver disease. Two raters reviewed the tran- scripts to determine how soon the liver disease domain was considered, or at what point it was established, and the degree of anchoring displayed (distortion or inflexibility in thinking). The Affect group initially considered the diagnosis of liver disease significantly earlier in the protocol (20 vs 39\%, or 19\% earlier; 95\% confidence interval; 6 to 32\%, p = .008) and showed significantly less anchoring than did controls (means of 1.5 vs 3.9, or a difference of 2.4 in a scale of 1 to 10; 95\% confidence interval; 0.3 to 4.5, p = .031). The Affect and Control groups established the diagnosis at similar points in the protocol. Ancillary analyses examined questions relevant to the amounts of heuristic processing, premature closure, jumping to a diagnosis without sufficient evidence, or other evidence of superficial or flawed processing. No other differences were found. Physicians in whom positive affect had been induced integrated information earlier (considered liver) and demonstrated less anchoring, but did not show evidence of premature closure or other superficial pro- cessing.},
  journal = {Organizational Behavior and Human Decision Processes},
  number = {1}
}

@article{evaluation2004,
  title = {\'Emotions \& Cognition},
  author = {{\'E}valuation, L E S Th{\'e}ories D E L and {\'E}motions, Cognitive D E S},
  year = {2004},
  pages = {11--36}
}

@article{fabien2013,
  title = {Proposition Pour Une Mesure de l ' Exp\'erience Optimale \`a l ' \'Ecole : \'Etude Exploratoire Du Flow et de l ' Int\'er\^et Individuel Per\c{c}us Par Les \'El\`eves En Fran\c{c}ais , Math\'ematique et Arts .},
  author = {Fabien, Fenouillet and Heutte, Jean},
  year = {2013},
  pages = {1--10}
}

@article{fenouillet2014,
  title = {Validation Fran\c{c}aise de l ' \'Echelle Multidimensionnelle de Satisfaction de Vie Chez l ' \'El\`eve {{To}} Cite This Version : {{HAL Id}} : Hal-01061826},
  author = {Fenouillet, Fabien and Heutte, Jean and {Martin-krumm}, Charles and Boniwell, Ilona and Fenouillet, Fabien and Heutte, Jean and {Martin-krumm}, Charles and Boniwell, Ilona},
  year = {2014}
}

@article{fernandez-lasarte2020,
  title = {The Role of Social Support in School Adjustment during {{Secondary Education}}},
  author = {{Fern{\'a}ndez-Lasarte}, Oihane and {Ramos-D{\'i}az}, Estibaliz and {Go{\~n}i-Palacios}, Eider and {Rodr{\'i}guez-Fern{\'a}ndez}, Arantzazu},
  year = {2020},
  month = feb,
  pages = {100--107},
  doi = {10.7334/psicothema2019.125},
  abstract = {Background: During secondary education, a stage with a high risk of failure and school dropout, social support is an important contextual variable for the prevention of school maladjustment. The aim of this study is to examine a theoretical model of the explanatory capacity of social support in terms of school adjustment, understood as school engagement and perceived academic performance. Method: Participants were 1,468 students (51\% girls; 49\% boys) from the Basque Country, aged between 12 and 17 (M=14.03, SD=1.36). The study had an ex post facto cross-sectional design. The measurement instruments used were: TCMS \textendash teacher support subscale, AFA-R \textendash family support and peer support subscales, SEM \textendash School Engagement Measure, and EBAE-10 - perceived academic performance subscale. Various different structural models were tested. Results: The first-choice model was one in which social support predicts school engagement with perceived academic performance as a mediating variable: together, both variables predict 73\% of school engagement. The strongest effect was that of teacher support, followed by family support, whereas friends were not found to have any direct effect on school adjustment variables. Conclusions: Teachers and families should strive to offer social support to students as a means of strengthening perceived academic self-efficacy and school engagement.},
  file = {/Users/nicolasbressoud/Zotero/storage/2QR7CXIM/Fernández-Lasarte et al. - 2020 - The role of social support in school adjustment du.pdf},
  journal = {Psicothema},
  language = {en},
  number = {32.1}
}

@book{ferry2016,
  title = {7 Fa\c{c}ons d'\^etre Heureux Ou \{\vphantom\}{{Les}}\vphantom\{\} Paradoxes Du Bonheur},
  author = {Ferry, Luc},
  year = {2016},
  publisher = {{XO \'editions}},
  address = {{Paris}},
  isbn = {978-2-84563-694-1}
}

@book{ferryFaconsEtreHeureux2016,
  title = {{7 fa\c{c}ons d'\^etre heureux ou Les paradoxes du bonheur}},
  author = {Ferry, Luc},
  year = {2016},
  publisher = {{XO \'editions}},
  address = {{Paris}},
  isbn = {978-2-84563-694-1},
  language = {fre}
}

@article{feshbach1987,
  title = {Affective {{Proeesses}} and {{Aeademic Achievement}}},
  author = {Feshbach, Norma Deiteh and Feshbach, Seymour},
  year = {1987},
  pages = {1335--1347}
}

@book{field2013,
  title = {Discovering Statistics Using \{\vphantom\}{{IBM}}\vphantom\{\} \{\vphantom\}{{SPSS}}\vphantom\{\} Statistics: And Sex and Drugs and Rock 'n' Roll},
  author = {Field, Andy P},
  year = {2013},
  edition = {4th editio},
  publisher = {{Sage}},
  address = {{Los Angeles}},
  isbn = {978-1-4462-4917-8 978-1-4462-4918-5},
  keywords = {Social sciences,SPSS for Windows,Statistical methods Computer programs}
}

@book{fieldDiscoveringStatisticsUsing2013,
  title = {Discovering Statistics Using {{IBM SPSS}} Statistics: And Sex and Drugs and Rock 'n' Roll},
  shorttitle = {Discovering Statistics Using {{IBM SPSS}} Statistics},
  author = {Field, Andy P.},
  year = {2013},
  edition = {4th edition},
  publisher = {{Sage}},
  address = {{Los Angeles}},
  isbn = {978-1-4462-4917-8 978-1-4462-4918-5},
  keywords = {Social sciences,SPSS for Windows,Statistical methods Computer programs},
  lccn = {HA32 .F54 2013}
}

@article{fillery-travis2006,
  title = {International {{Coaching Psychology Review}}},
  author = {{Fillery-travis}, Annette and Lane, David and Linley, P Alex and Harrington, Susan},
  year = {2006},
  volume = {1},
  pages = {23--36},
  issn = {1750-2764},
  abstract = {Within the context of an expanding market for coaching in all its forms organisations are asking the questions `Does coaching work?' They seek evidence of a return on investment. We argue within this paper that this is the wrong question. Before we can ask whether coaching works we must ask how is it being used, is a coherent framework of practice and finally is it perceived or quantified as being effective within that framework? We review the practitioner and academic literature as well as our own research to address each of these questions in turn. We posit a framework of practice based upon the coaching agenda identify by coachee and coach within the contracting phase of the engagement. This encompasses the coaching mode and role as well as the supervisory relationships which exist. The research literature is then considered in the context of the framework.},
  journal = {International Coaching Psychology Review},
  keywords = {all the available strengths,coaching,evidence,external,fundamental assumptions,innovate continually to maintain,internal,manager,one cannot build on,one has to use,positive psychology,results,return on investment,review,strengths,the emerging knowledge economy,their,these strengths are the,to achieve,true opportunities,uccessful organisations in,weakness},
  number = {23}
}

@book{filliozat2016,
  title = {Mes \'Emotions},
  author = {Filliozat, Isabelle and Limousin, Virginie and Veill{\'e}, Eric},
  year = {2016},
  publisher = {{Nathan}},
  address = {{Paris}},
  abstract = {Un cahier d'activit\'es pour reconna\^itre, nommer, bien vivre avec ses \'emotions : la col\`ere, la joie, la peur, la honte... Dessiner, colorier, d\'ecouper, imaginer... pour inviter l'enfant \`a s'exprimer et \`a vivre mieux avec lui-m\^eme et avec les autres. Avec un cahier parents [...] pour comprendre les \'emotions de l'enfant. (Site de l'\'editeur).},
  isbn = {978-2-09-256322-9}
}

@book{filliozatMesEmotions2016,
  title = {Mes \'Emotions},
  author = {Filliozat, Isabelle and Limousin, Virginie and Veill{\'e}, Eric},
  year = {2016},
  publisher = {{Nathan}},
  address = {{Paris}},
  abstract = {Un cahier d'activit\'es pour reconna\^itre, nommer, bien vivre avec ses \'emotions : la col\`ere, la joie, la peur, la honte... Dessiner, colorier, d\'ecouper, imaginer... pour inviter l'enfant \`a s'exprimer et \`a vivre mieux avec lui-m\^eme et avec les autres. Avec un cahier parents [...] pour comprendre les \'emotions de l'enfant. (Site de l'\'editeur).},
  annotation = {OCLC: 1013906542},
  isbn = {978-2-09-256322-9},
  language = {English}
}

@article{fisher2014,
  title = {Visual {{Environment}}, {{Attention Allocation}}, and {{Learning}} in {{Young Children}}: {{When Too Much}} of a {{Good Thing May Be Bad}}},
  author = {Fisher, Anna V. and Godwin, Karrie E. and Seltman, Howard},
  year = {2014},
  volume = {25},
  pages = {1362--1370},
  doi = {10.1177/0956797614533801},
  abstract = {A large body of evidence supports the importance of focused attention for encoding and task performance. Yet young children with immature regulation of focused attention are often placed in elementary-school classrooms containing many displays that are not relevant to ongoing instruction. We investigated whether such displays can affect children's ability to maintain focused attention during instruction and to learn the lesson content. We placed kindergarten children in a laboratory classroom for six introductory science lessons, and we experimentally manipulated the visual environment in the classroom. Children were more distracted by the visual environment, spent more time off task, and demonstrated smaller learning gains when the walls were highly decorated than when the decorations were removed. \textcopyright{} The Author(s) 2014.},
  journal = {Psychological Science},
  keywords = {attention,cognitive development,educational psychology,learning,open data,self-control},
  number = {7}
}

@article{fordyce1977,
  title = {Development of a Program to Increase Personal Happiness.},
  author = {Fordyce, Michael W},
  year = {1977},
  volume = {24},
  pages = {511--521},
  doi = {10.1037/0022-0167.24.6.511},
  abstract = {Conducted 3 studies in which a self-study program, designed to increase felt personal happiness and life satisfaction, was developed. The program was based on the literature of happiness, and it was hypothesized that normal community college students (total N\hspace{0.6em}=\hspace{0.6em}338) could become happier if they could modify their behaviors and attitudes to approximate more closely the characteristics of happier people. In the 1st study, 2 of 3 pilot programs produced statistically significant happiness boosts compared to a placebo control. A single program was then designed that combined the best aspects of the pilot programs. In the 2nd study, an experimental group receiving this combined program showed significant boosts in happiness compared to a placebo control. In the 3rd study, the combined program was presented to Ss on a take-it-or-leave-it basis\textemdash those applying it showing significant boosts in happiness compared to those who did not. The studies suggest that the resulting self-study program may be helpful to individuals wishing to increase the emotional satisfaction they derive from living. (PsycINFO Database Record (c) 2016 APA, all rights reserved)},
  journal = {Journal of Counseling Psychology},
  keywords = {*Behavior Change,*Bibliotherapy,*Happiness,*Satisfaction,*Self-Reinforcement,Attitude Change},
  number = {6}
}

@article{forget2017,
  title = {{{DIFF\'ERENCIATION P\'EDAGOGIQUE}} : {{COMMENT ADAPTER L}}'{{ENSEIGNEMENT POUR LA R\'EUSSITE DE TOUS LES \'EL\`EVES}} ?},
  author = {Forget, Alexia},
  year = {2017},
  pages = {123--128},
  number = {Figura 16}
}

@article{fredrickson2003,
  title = {The {{Value}} of {{Positive Emotions}}},
  author = {Fredrickson, Barbara L},
  year = {2003},
  volume = {91},
  pages = {330--335},
  journal = {American Scientist}
}

@article{fredrickson2012,
  title = {The Broaden-and-Build Theory of Positive Emotions},
  author = {Fredrickson, Barbara L.},
  year = {2012},
  pages = {1367--1377},
  issn = {9780191693670},
  doi = {10.1093/acprof:oso/9780198567523.003.0008},
  abstract = {The broaden-and-build theory describes the form and function of a subset of positive emotions, including joy, interest, contentment and love. A key proposition is that these positive emotions broaden an individual's momentary thought-action repertoire: joy sparks the urge to play, interest sparks the urge to explore, contentment sparks the urge to savour and integrate, and love sparks a recurring cycle of each of these urges within safe, close relationships. The broadened mindsets arising from these positive emotions are contrasted to the narrowed mindsets sparked by many negative emotions (i.e. specific action tendencies, such as attack or flee). A second key proposition concerns the consequences of these broadened mindsets: by broadening an individual's momentary thought-action repertoire--whether through play, exploration or similar activities--positive emotions promote discovery of novel and creative actions, ideas and social bonds, which in turn build that individual's personal resources; ranging from physical and intellectual resources, to social and psychological resources. Importantly, these resources function as reserves that can be drawn on later to improve the odds of successful coping and survival. This chapter reviews the latest empirical evidence supporting the broaden-and-build theory and draws out implications the theory holds for optimizing health and well-being.},
  journal = {The Science of Well-Being},
  keywords = {Behaviour,Broaden-and-build theory,Negative emotions,Positive emotions,Psychological resiliency,Traditional models,Well-being},
  number = {August}
}

@article{fredrickson2013,
  title = {Positive {{Emotions Broaden}} and {{Build}}},
  author = {Fredrickson, Barbara L.},
  year = {2013},
  issn = {9780124072367},
  doi = {10.1016/B978-0-12-407236-7.00001-2},
  abstract = {This contribution offers a review, comprehensive to date, of a 15-year research program on the broaden-and-build theory of positive emotions. Although centered on evidence that has emerged from Fredrickson's Positive Emotions and Psychophysiology Laboratory (PEP Lab), it features key findings from other laboratories as well. It begins with a description of 10 representative positive emotions, alongside approaches for assessing them, both directly with the modified Differential Emotions Scale and indirectly through physiological and implicit measures. Next, it offers the seeds of the broaden-and-build theory, including work on the undo effect of positive emotions. It then reviews the state of the evidence for the twin hypotheses that stem from the broaden-and-build theory, the broaden hypothesis and the build hypothesis, including a focus on upward spiral dynamics. It touches next on new frontiers for the theory, including deeper investigations into the biological resources that positive emotions build as well as clinical and organizational applications. Finally, this contribution closes with a brief presentation of two offshoots from the broaden-and-build theory, namely, the upward spiral model of lifestyle change and work on love as positivity resonance between and among people. Both are targets of increasing work in the PEP Lab. ?? 2013 Elsevier Inc.},
  journal = {Advances in Experimental Social Psychology},
  keywords = {Broaden-and-build theory,Positive affect,Positive emotions,Positivity resonance,Upward spiral theory}
}

@article{freeman2014,
  title = {Active Learning Increases Student Performance in Science, Engineering, and Mathematics},
  author = {Freeman, S. and Eddy, S. L. and McDonough, M. and Smith, M. K. and Okoroafor, N. and Jordt, H. and Wenderoth, M. P.},
  year = {2014},
  volume = {111},
  pages = {8410--8415},
  issn = {1091-6490 (Electronic)\textbackslash r0027-8424 (Linking)},
  doi = {10.1073/pnas.1319030111},
  abstract = {To test the hypothesis that lecturing maximizes learning and course performance, we metaanalyzed 225 studies that reported data on examination scores or failure rates when comparing student performance in undergraduate science, technology, engineering, and mathematics (STEM) courses under traditional lecturing versus active learning. The effect sizes indicate that on average, student performance on examinations and concept inventories increased by 0.47 SDs under active learning (n = 158 studies), and that the odds ratio for failing was 1.95 under traditional lecturing (n = 67 studies). These results indicate that average examination scores improved by about 6\% in active learning sections, and that students in classes with traditional lecturing were 1.5 times more likely to fail than were students in classes with active learning. Heterogeneity analyses indicated that both results hold across the STEM disciplines, that active learning increases scores on concept inventories more than on course examinations, and that active learning appears effective across all class sizes--although the greatest effects are in small (n [{$\leq$}] 50) classes. Trim and fill analyses and fail-safe n calculations suggest that the results are not due to publication bias. The results also appear robust to variation in the methodological rigor of the included studies, based on the quality of controls over student quality and instructor identity. This is the largest and most comprehensive metaanalysis of undergraduate STEM education published to date. The results raise questions about the continued use of traditional lecturing as a control in research studies, and support active learning as the preferred, empirically validated teaching practice in regular classrooms.},
  journal = {Proceedings of the National Academy of Sciences},
  number = {23}
}

@article{fuchs2003,
  title = {Enhancing Third-Grade Student' Mathematical Problem Solving with Self-Regulated Learning Strategies.},
  author = {Fuchs, Lynn S. and Fuchs, Douglas and Prentice, Karin and Burch, Mindy and Hamlett, Carole L. and Owen, Rhoda and Schroeter, Katie},
  year = {2003},
  volume = {95},
  pages = {306--315},
  issn = {0022-0663},
  doi = {10.1037/0022-0663.95.2.306},
  abstract = {The authors assessed the contribution of self-regulated learning strategies (SRL), when combined with problem-solving transfer instruction (L. S. Fuchs et al., 2003), on 3rd-graders' mathematical problem solving. SRL incorporated goal setting and self-evaluation. Problem-solving transfer instruction taught problem\textendash solution methods, the meaning of transfer, and 4 superficial-problem features that change a problem without altering its type or solution; it also prompted metacognitive awareness to transfer. The authors contrasted the effectiveness of transfer plus SRL to the transfer treatment alone and to teacher-designed instruction. Twenty-four 3rd-grade teachers, with 395 students, were assigned randomly to conditions. Treatments were conducted for 16 weeks. Students were pre- and posttested on problem- solving tests and responded to a posttreatment questionnaire tapping self-regulation processes. SRL positively affected performance.},
  journal = {Journal of Educational Psychology},
  number = {2}
}

@article{gable2005,
  title = {What (and Why) Is Positive Psychology?},
  author = {Gable, Shelly L. and Haidt, Jonathan},
  year = {2005},
  volume = {9},
  pages = {103--110},
  issn = {1939-1552(Electronic);1089-2680(Print)},
  doi = {10.1037/1089-2680.9.2.103},
  abstract = {Positive psychology is the study of the conditions and processes that contribute to the flourishing or optimal functioning of people, groups, and institutions. In this brief introduction, the authors give examples of current work in positive psychology and try to explain why the positive psychology movement has grown so quickly in just 5 years. They suggest that it filled a need: It guided researchers to understudied phenomena. The authors close by addressing some criticisms and shortcomings of positive psychology, such as the relative lack of progress in studying positive institutions.},
  journal = {Review of General Psychology},
  number = {2}
}

@article{galand2018,
  title = {Quels Sont Les Effets de La Diff\'erenciation P\'edagogique Sur Les Dimensions Cognitives et Socio-Affectives ? {{Benoit Galand}}},
  author = {Galand, Benoit},
  year = {2018}
}

@article{galyer2001,
  title = {Pretend {{Play}} and the {{Development}} of {{Emotion Regulation}} in {{Preschool Children Pretend Play}} and the {{Development}} of {{Emotion Regulation}} in {{Preschool Children}}},
  author = {Galyer, Karma T and Evans, Ian M},
  year = {2001},
  volume = {4430},
  pages = {93--108},
  doi = {10.1080/0300443011660108},
  journal = {Early Child Development and Care},
  number = {October}
}

@article{gander2013,
  title = {Strength-{{Based Positive Interventions}}: {{Further Evidence}} for {{Their Potential}} in {{Enhancing Well}}-{{Being}} and {{Alleviating Depression}}},
  author = {Gander, Fabian and Proyer, Ren?? T. and Ruch, Willibald and Wyss, Tobias},
  year = {2013},
  volume = {14},
  pages = {1241--1259},
  issn = {1389-4978\textbackslash n1573-7780},
  doi = {10.1007/s10902-012-9380-0},
  abstract = {The impact of nine strengths-based positive interventions on well-being and depression was examined in an Internet-based randomized placebo-controlled study. The aims of the study were to: (1) replicate findings on the effectiveness of the gratitude visit, three good things, and using character strengths interventions; (2) test variants of interventions (noting three good things for 2 weeks; combining the gratitude visit and three good things interventions; and noting three funny things for a week); and (3) test the effectiveness of the counting kindness, gift of time, and another door opens-interventions in an online setting. A total of 622 adults subjected themselves to one of the nine interventions or to a placebo control exercise (early memories) and thereafter estimated their degrees of happiness and depression at five times (pre- and post-test, 1-, 3-, and 6 months follow-up). Eight of the nine interventions increased happiness; depression was decreased in all groups, including the placebo control group. We conclude that happiness can be enhanced through some ``strengths-based'' interventions. Possible mechanisms for the effectiveness of the interventions are discussed.},
  journal = {Journal of Happiness Studies},
  keywords = {Character strengths,Positive interventions,Positive psychology,Well-being},
  number = {4}
}

@article{gander2018,
  title = {A {{Placebo}}-{{Controlled Online Study}} on {{Potential Mediators}} of a {{Pleasure}}-{{Based Positive Psychology Intervention}}: {{The Role}} of {{Emotional}} and {{Cognitive Components}}},
  author = {Gander, Fabian and Proyer, Ren{\'e} T. and Ruch, Willibald},
  year = {2018},
  volume = {19},
  pages = {2035--2048},
  issn = {1090201799093},
  doi = {10.1007/s10902-017-9909-3},
  journal = {Journal of Happiness Studies},
  keywords = {á online intervention,á positive emotions á,intervention á working mechanisms,positive,positive psychology á well-being},
  number = {7}
}

@article{gander2019,
  title = {Character {{Strengths}} \textendash{} {{Stability}} , {{Change}} , and {{Relationships}} with {{Well}}-{{Being Changes}}},
  author = {Gander, Fabian and Hofmann, Jennifer and Proyer, Ren{\'e} T and Ruch, Willibald},
  year = {2019},
  file = {/Users/nicolasbressoud/Zotero/storage/6J6HQ779/Gander et al. - 2019 - Character Strengths – Stability , Change , and Relationships with Well-Being Changes.pdf},
  keywords = {10,1007,9690-4,article,authorized users,character strengths,Character strengths;Well-being;Stability;Malleabil,contains supplementary material,csrf,doi,electronic supplementary material the,https,malleability,online version of this,org,s11482-018-,stability,via-is,well-being,which is available to}
}

@article{garland2015,
  title = {Mindfulness {{Broadens Awareness}} and {{Builds Eudaimonic Meaning}}: {{A Process Model}} of {{Mindful Positive Emotion Regulation}}},
  author = {Garland, Eric L. and Farb, Norman A. and R. Goldin, Philippe and Fredrickson, Barbara L.},
  year = {2015},
  volume = {26},
  pages = {293--314},
  issn = {10.1080/1047840X.2015.1064294},
  doi = {10.1080/1047840X.2015.1064294},
  abstract = {Contemporary scholarship on mindfulness casts it as a form of purely nonevaluative engagement with experience. Yet, traditionally mindfulness was not intended to operate in a vacuum of dispassionate observation, but was seen as facilitative of eudaimonic mental states. In spite of this historical context, modern psychological research has neglected to ask the question of how the practice of mindfulness affects downstream emotion regulatory processes to impact the sense of meaning in life. To fill this lacuna, here we describe the mindfulness-to-meaning theory, from which we derive a novel process model of mindful positive emotion regulation informed by affective science, in which mindfulness is proposed to introduce flexibility in the generation of cognitive appraisals by enhancing interoceptive attention, thereby expanding the scope of cognition to facilitate reappraisal of adversity and savoring of positive experience. This process is proposed to culminate in a deepened capacity for},
  journal = {Psychological Inquiry},
  keywords = {affective science,broaden-and-build,emotion regulation,eudaimonic,increasingly popu-,interoception,mindfulness,mindfulness training has grown,mindfulness-to-meaning theory,positive emotion,posttraumatic growth,reappraisal,upward spiral,well-being},
  number = {4}
}

@article{gaudreau2016,
  title = {\'Elaboration de l'{{\'Echelle}} Du Sentiment d'efficacit\'e Personnelle Des Enseignants En Gestion de Classe ({{\'ESEPGC}})},
  author = {Gaudreau, Nancy and Frenette, {\'E}ric and Thibodeau, St{\'e}phane},
  year = {2016},
  volume = {38},
  pages = {31--31},
  doi = {10.7202/1036762ar},
  abstract = {Cet article pr\'esente l'\'elaboration d'une \'echelle portant sur le sentiment d'efficacit\'e personnelle des enseignants en gestion de la classe. D\'evelopp\'ee selon les recommandations de Bandura (2006) et la proc\'edure propos\'ee par Dussault, Valois et Frenette (2007), cette \'echelle porte sur les cinq dimensions de la gestion de classe sugg\'er\'ees par O'Neill et Stephenson (2011). Lors du pr\'etest, des analyses r\'ealis\'ees \`a partir du mod\`ele de Rasch (Wright \& Masters, 1982) ont permis d'\'elaborer une version constitu\'ee de 28~\'enonc\'es. De plus, des analyses factorielles confirmatoires soutiennent le mod\`ele th\'eorique \`a cinq dimensions. Des r\'esultats similaires sont obtenus aupr\`es d'un \'echantillon tir\'e de la population. Les forces et les limites de cette recherche sont discut\'ees eu \'egard \`a la litt\'erature.},
  journal = {Mesure et \'evaluation en \'education},
  number = {2}
}

@book{gaudreau2017,
  title = {G\'erer Efficacement Sa Classe: Les Ingr\'edients Essentiels},
  author = {Gaudreau, Nancy},
  year = {2017},
  publisher = {{Presses de l'Universit\'e du Qu\'ebec}},
  address = {{Qu\'ebec}},
  isbn = {978-2-7605-4531-1},
  keywords = {Classroom management},
  series = {\'Education-Intervention}
}

@article{gaudreau2018,
  title = {La Scolarisation Des \'El\`eves Pr\'esentant Des Difficult\'es Comportementales: {{Analyse}} \'Ecologique Des Conditions Relatives \`a Leur Int\'egration Au Secondaire},
  author = {Gaudreau, Nancy and Verret, Claudia and Mass{\'e}, Line and Nadeau, Marie France and Picher, Marie Jos{\'e}e},
  year = {2018},
  volume = {41},
  pages = {554--583},
  file = {/Users/nicolasbressoud/Zotero/storage/43LQWJA4/Gaudreau et al. - 2018 - La scolarisation des élèves présentant des difficultés comportementales Analyse écologique des condition.pdf},
  journal = {Canadian Journal of Education},
  keywords = {Behavioural difficulties,Ecosystemic model,Inclusive education,Mainstreaming},
  number = {2}
}

@book{gaudreauGererEfficacementSa2017,
  title = {G\'erer Efficacement Sa Classe: Les Ingr\'edients Essentiels},
  shorttitle = {G\'erer Efficacement Sa Classe},
  author = {Gaudreau, Nancy},
  year = {2017},
  publisher = {{Presses de l'Universit\'e du Qu\'ebec}},
  address = {{Qu\'ebec}},
  isbn = {978-2-7605-4531-1},
  keywords = {Classroom management},
  lccn = {LB3013 .G38 2017},
  number = {44},
  series = {\'Education-Intervention}
}

@book{gauthier2013,
  title = {Enseignement Explicite et R\'eussite Des \'El\`eves: La Gestion Des Apprentissages},
  author = {Gauthier, Clermont and Bissonnette, Steve and Richard, Mario and Castonguay, Mireille},
  year = {2013},
  publisher = {{De Boeck}},
  address = {{Bruxelles}},
  abstract = {V\'eritable mod\`ele d'enseignement bas\'e sur la recherche, cet ouvrage s'adresse aux (futurs) enseignants et pr\'esente des strat\'egies p\'edagogiques efficaces dans le domaine de la gestion des apprentissages. (fonte: editore).},
  isbn = {978-2-8041-7626-6}
}

@book{gauthierEnseignementExpliciteReussite2013,
  title = {Enseignement Explicite et R\'eussite Des \'El\`eves: La Gestion Des Apprentissages},
  shorttitle = {Enseignement Explicite et R\'eussite Des \'El\`eves},
  author = {Gauthier, Clermont and Bissonnette, Steve and Richard, Mario and Castonguay, Mireille},
  year = {2013},
  publisher = {{De Boeck}},
  address = {{Bruxelles}},
  abstract = {V\'eritable mod\`ele d'enseignement bas\'e sur la recherche, cet ouvrage s'adresse aux (futurs) enseignants et pr\'esente des strat\'egies p\'edagogiques efficaces dans le domaine de la gestion des apprentissages. (fonte: editore).},
  annotation = {OCLC: 982322146},
  isbn = {978-2-8041-7626-6},
  language = {English}
}

@book{gauvrit2005,
  title = {Stats Pour Psycho: 500 Exercices Corrig\'es, Questions-R\'eponses R\'ecapitulatives},
  author = {Gauvrit, Nicolas},
  year = {2005},
  publisher = {{De Boeck}},
  address = {{Bruxelles}},
  isbn = {978-2-8041-4952-9}
}

@book{gauvritStatsPourPsycho2005,
  title = {{Stats pour psycho: 500 exercices corrig\'es, questions-r\'eponses r\'ecapitulatives}},
  shorttitle = {{Stats pour psycho}},
  author = {Gauvrit, Nicolas},
  year = {2005},
  publisher = {{De Boeck}},
  address = {{Bruxelles}},
  annotation = {OCLC: 947039472},
  isbn = {978-2-8041-4952-9},
  language = {French}
}

@article{gay2017,
  title = {{A la recherche de la concentration perdue}},
  author = {Gay, Philippe and Bressoud, Nicolas and Shankland, Rebecca},
  year = {2017},
  volume = {7},
  pages = {13--15},
  issn = {2235-0918},
  abstract = {Marcher en poussant sa trottinette d'une main, le t\'el\'ephone portable dans l'autre, alternant quelques regards et discussions entre nouvelle technologie et camarade physiquement pr\'esent: une sc\`ene de plus en plus commune. R\'ealiser deux choses en m\^eme temps, estce vraiment possible? Evidemment diront les fervents adeptes du mode multit\^aches, impossible r\'etorqueront les chercheurs experts de l'attention. De nombreuses recherches indiquent en effet que si les participants pensent r\'eussir parfaitement deux t\^aches simultan\'ees (par exemple, t\'el\'ephoner et conduire, \'ecouter de la musique et apprendre son vocabulaire d'allemand), les r\'esultats montrent que les performances dans ces t\^aches r\'ealis\'ees s\'epar\'ement sont bien sup\'erieures (20 \`a 60\% selon la complexit\'e des t\^aches) que lorsqu'elles sont ex\'ecut\'ees en m\^eme temps. Par ailleurs, il est bien \'etabli que le multitasking tend \`a stresser davantage, ce qui impacte la sant\'e.},
  journal = {R\'esonances - Mensuel de l'\'ecole valaisanne},
  language = {fr}
}

@incollection{gay2017a,
  title = {Emotional Competences and Well-Being: {{Which}} Facets of Emotional Awareness Are Linked to Various Forms of Anxiety in 10-13 Years Old Children ?},
  booktitle = {Well-Being in {{Education Systems}}},
  author = {Gay, Philippe and Bressoud, Nicolas and Gomez, Jean-Marc and Samson, Andrea C.},
  editor = {Marcionetti, Jenny and Castelli, Luciana and Crescentini, Alberto},
  year = {2017},
  pages = {181--185},
  publisher = {{Hogrefe}},
  address = {{Firenze, Italy}},
  isbn = {978-88-98542-25-3},
  language = {en}
}

@inproceedings{gay2017b,
  title = {Emotional Competences and Well-Being: {{Which}} Facets of Emotional Awareness Are Linked to Various Forms of Anxiety in 10-13 Years Old Children?},
  booktitle = {International {{Conference}} on {{Well}}-Being in {{Education Systems}}},
  author = {Gay, Philippe and Bressoud, Nicolas and Gomez, Jean-Marc and Samson, Andrea C.},
  year = {2017},
  address = {{Locarno, Switzerland}},
  abstract = {Emotions characterize most part of our daily lives. How individuals experience and deal with their emotions can be considered a key factor for various aspects of our mental health and well-being. Emotional awareness \textendash{} a core element of emotional competence in children \textendash{} refers to ``individual differences in the way people differentiate, express, analyze, and pay attention to their own and others' emotions'' (Lahaye et al., 2011, p. 418). Interestingly, most of the studies addressing emotional awareness and anxiety, did not take into account that both concepts can be considered as multi-facetted phenomena. Therefore, the goal of this study was to examine the associations between different facets of emotional awareness. Results indicated that Verbal sharing of emotions seems to one of the key emotional competences that is linked to lower levels of multiple symptoms related to anxiety: in multiple regression analyses, this subscale of the EAQ predicted all facets of the MASC as well as avoidance of aversive situations related to school (Harm avoidance of the SRAS). This highlights the importance of expressing emotions and suggests that supporting children to learn how to share their emotions may lead to lower levels of many anxiety symptoms.},
  language = {en}
}

@inproceedings{gay2017c,
  title = {{Apport des sciences affectives et de la psychologie positive : des comp\'etences \'emotionnelles pour tous !}},
  booktitle = {{4\`eme colloque international de l'int\'egration \`a l'inclusion scolaire (IIS) : une \'ecole inclusive pour une soci\'et\'e \'equitable}},
  author = {Gay, Philippe and Bressoud, Nicolas},
  year = {2017},
  address = {{St-Maurice, Suisse}},
  abstract = {L'objectif de ce texte est de synth\'etiser les apports des sciences des \'emotions dans lebut d'inspirer de nouvelles pratiques d'enseignementfavorisant l'inclusion. Plus pr\'ecis\'ement, il s'agit de d\'ecrireles principales comp\'etences \'emotionnelles et commentlesentrainerpour mieux vivre ensemble, particuli\`erement dans un contexte h\'et\'erog\`ene.Pour ce faire,nous insisterons sur le renforcement des comp\'etences \'emotionnelles, en rapport avec soi et avec autrui, telles que d\'efinies par Mikolajczak et collaborateurs (2014) : 1) reconna\^itre ses propres \'emotions et identifier celles d'autrui ; 2) comprendre ses \'emotions et celles d'autrui (les \'emotions nous signalent que quelque chose a \'et\'e modifi\'e qui n\'ecessite peut-\^etre une adaptation ; elles sont l\`a pour nous pousser \`a agir de mani\`ere \`a nous adapter au mieux \`a la situation) ; 3) exprimer ses \'emotions et faciliter l'expression des \'emotions de l'autre (le partage social des \'emotions peut constituer un moyen efficace pour faire \'evoluer une situation) ; 4) r\'eguler ses propres \'emotions (p.ex., \'eviter se mettre trop en col\`ere si cela risque de nuire) et aider autrui \`a le faire (p.ex., proposer aux \'el\`eves et aux enseignants en formation des m\'ethodes favorisant la diminution de l'intensit\'e \'emotionnelle) ; 5) utiliser ses \'emotions et celles d'autrui (p.ex., s'appuyer sur les informations \'emotionnelles pour prendre des d\'ecisions adapt\'ees \`a la situation).},
  language = {fr}
}

@article{gay2018,
  title = {{L'\'ecole valaisanne, pionni\`ere pour d\'evelopper les forces intrins\`eques des \'el\`eves}},
  author = {Gay, Philippe and Dini, Fabrice and Bressoud, Nicolas},
  year = {2018},
  volume = {blog},
  pages = {1--2},
  abstract = {Si l'on pose la question suivante aux parents : que souhaitez-vous pour vos enfants ? La majorit\'e donneront des r\'eponses qui tournent autour de l'\'epanouissement et de la sant\'e physique, \'emotionnelle et psychologique de leur enfant. En revanche, quand on regarde ce que l'\'ecole enseigne, il s'agit essentiellement d'outils d'accomplissement1. Il semble y avoir un foss\'e entre ce qui est souhait\'e par les parents et ce qui est enseign\'e, et ce malgr\'e de nombreuses recherches d\'emontrant les b\'en\'efices cognitifs de consid\'erer le bien-\^etre psychologique des \'el\`eves.},
  journal = {Le temps},
  language = {fr}
}

@inproceedings{gay2018a,
  title = {{Quelles comp\'etences \'emotionnelles des \'el\`eves pour g\'erer leur anxi\'et\'e ?}},
  booktitle = {{Congr\`es de la Soci\'et\'e suisse pour la recherche en \'education (SSRE)}},
  author = {Gay, Philippe and Bressoud, Nicolas and Richard, Syvlie and Kappeler, Gabriel and Gomez, Jean-Marc},
  year = {2018},
  address = {{Z\"urich, Suisse}},
  abstract = {La conscience \'emotionnelle (i.e., diff\'erencier, exprimer analyser et faire attention \`a ses propres \'emotions et \`a celles d'autrui, Lahaye et al., 2011, p. 418) contribue \`a la sant\'e physique et psychique des enfants ainsi que leur bien-\^etre social (p.ex., Sendzik et al., 2017). Dans le but d'explorer les relations entre diff\'erentes facettes de la conscience \'emotionnelle et de l'anxi\'et\'e, huit classes d'\'el\`eves (N = 158 ; M-\^age = 11.4 ans [{$\pm$}0.68], 46.8\% de filles) ont rempli le Emotion Awareness Questionnaire revised (EAQ-30) (Lahaye et al., 2011) \textendash{} permettant d'\'evaluer six facettes de la conscience \'emotionnelle \textendash{} et les \'echelles d'anxi\'et\'e Multidimensional Anxiety Scale for Children (MASC) (Turgeon et al., 2006) et Test Anxiety Scale (TAS, Gomez \& Gay, 2017). Les analyses de r\'egression multiple incluant l'\^age, le genre, les notes moyennes des \'el\`eves et les six dimensions du EAQ comme variables ind\'ependantes ont principalement fait ressortir que 1)	Diff\'erencier les \'emotions pr\'edisait des difficult\'es cognitives (TAS) ({$\beta$}=-.403) et diff\'erents sympt\^omes somatiques (TAS et MASC), ce qui sugg\`ere que d\'evelopper cette comp\'etence \'emotionnelle pourrait r\'eduire le stress li\'e aux examens. Il s'agirait donc d'apprendre aux \'el\`eves \`a diff\'erencier diverses \'emotions et \`a localiser leurs ant\'ec\'edents, en particulier chez les enfants en difficult\'e scolaire. Dans cette optique, m\^eme un bref entra\^inement \`a la compr\'ehension des \'emotions s'av\`ere efficace (Sprung et al., 2015). 2)	Partager ses \'emotions pr\'edisait l'anxi\'et\'e sociale (MASC) ({$\beta$}=-.386) et diff\'erentes formes d'\'evitement, ce qui souligne l'importance d'exprimer des \'emotions et sugg\`ere qu'aider les enfants \`a apprendre \`a partager leurs \'emotions pourrait r\'eduire de nombreux sympt\^omes anxieux ; 3)	Enfin, la conscience corporelle pr\'edisait l'anxi\'et\'e de s\'eparation (MASC) ({$\beta$}=287) et diff\'erents sympt\^omes somatiques (MASC et TAS). Des interventions bas\'ees sur la pleine conscience pr\'esenteraient donc un int\'er\^et particulier pour favoriser une conscience \'emotionnelle adaptative (Zoogman, Goldberg, Hoyt, \& Miller, 2015).},
  language = {fr}
}

@inproceedings{gay2018b,
  title = {{Le livret \guillemotleft{} Dans l'univers des forces de caract\`ere \guillemotright{} : Impacts sur les dimensions du bien-\^etre des 7 - 12 ans.}},
  booktitle = {{3\`eme journ\'ee francophone de Psychologie positive}},
  author = {Gay, Philippe and Verger, Nicolas and Bressoud, Nicolas and Regourd Laizeau, M. and Shankland, Rebecca},
  year = {2018},
  address = {{Grenobles, France}},
  abstract = {Le livret \guillemotleft{} Dans l'univers des forces de caract\`ere \guillemotright{} : Impacts sur les dimensions du bien-\^etre des 7 - 12 ans. Communication affich\'ee \`a la 3\`eme journ\'ee francophone de Psychologie positive. Universit\'e Grenoble Alpes, France, 18 juin 2018.},
  language = {fr}
}

@article{gay2019,
  title = {Cross-Cultural Validation of a {{French}} Version of the {{Emotional Processing Scale}} ({{EPS}}-25)},
  author = {Gay, M.-C. and Baker, R. and Vrignaud, P. and Thomas, P. and Heinzlef, O. and Haag, P. and Banovic, I. and Thomas, S.},
  year = {2019},
  month = may,
  volume = {69},
  pages = {91--99},
  doi = {10.1016/j.erap.2019.05.002},
  journal = {Revue Europ\'eenne de Psychologie Appliqu\'ee},
  number = {3}
}

@incollection{gay2019a,
  title = {What Are the Functions of Positive Emotions in Fostering School Engagement in Primary School (and How to Deal with It) ?},
  booktitle = {Well-Being in {{Education Systems}}},
  author = {Gay, Philippe and Bressoud, Nicolas and Lucciarini, Elena and Gomez, Jean-Marc and Rime, J{\'e}r{\^o}me and Samson, Andrea C.},
  editor = {Castelli, Luciana and Jenny, Marcionetti and Andrea, Plata and Ambrosetti, Alice},
  year = {2019},
  publisher = {{Hogrefe}},
  address = {{Firenze, Italy}},
  language = {en}
}

@incollection{gay2019b,
  title = {What Are the Functions of Positive Emotions in Fostering School Engagement in Primary School (and How to Deal with It) ?},
  booktitle = {Well-Being in {{Education Systems}}},
  author = {Gay, Philippe and Bressoud, Nicolas and Lucciarini, Elena and Gomez, Jean-Marc and Rime, J{\'e}r{\^o}me and Samson, Andrea C.},
  editor = {Castelli, Luciana and Marcionetti, Jenny and Plata, Andrea and Ambrosetti, Alice},
  year = {2019},
  pages = {253--257},
  publisher = {{Hogrefe}},
  address = {{Firenze, Italy}},
  isbn = {978-88-98542-25-3},
  language = {en}
}

@inproceedings{gay2019c,
  title = {{Apport des sciences affectives et de la psychologie positive pour favoriser le bien-\^etre et l'estime de soi de fa\c{c}on diff\'erenci\'ee : \guillemotleft{} \`a chacun ses forces de caract\`ere \guillemotright{} !}},
  booktitle = {{au Congr\`es de la Soci\'et\'e suisse pour la recherche en \'education (SSRE)}},
  author = {Gay, Philippe and Bressoud, Nicolas and Verger, Nicolas and Shankland, Rebecca and Samson, Andrea C.},
  year = {2019},
  address = {{B\^ale, Suisse}},
  abstract = {Dans un contexte d'h\'et\'erog\'en\'eit\'e, s'int\'eresser aux ressources ou aux forces des individus rev\^et une dimension particuli\`erement pertinente et attractive pour favoriser notamment le bien-\^etre de l'individu et du groupe-classe, l'estime de soi, la dynamique d'un groupe ou encore la motivation des \'el\`eves et des enseignants. Cela fait d'ailleurs plus d'une dizaine d'ann\'ee que les recherches en psychologie positive s'int\'eressent \`a reconnaitre les ressources \'energisantes des individus plut\^ot que leurs faiblesses, les utiliser davantage dans le quotidien et en classe. A ce propos, Peterson et Seligman (2004) ont d\'evelopp\'e une taxonomie de 24 forces personnelles (p.ex., patience, pers\'ev\'erance, collaboration, gentillesse) qui jouent un r\^ole important dans le d\'eveloppement du bien-\^etre individuel et le fonctionnement optimal de chacun.  Dans ce contexte, l'objectif de cette recherche \'etait d'\'evaluer les impacts d'une s\'equence p\'edagogique (compatible avec le plan d'\'etudes romand) visant \`a favoriser l'identification de la diversit\'e des ressources individuelles en travaillant \`a partir des forces de caract\`eres (Linkins, Niemiec, Gillham, \& Mayerson, 2015).  Une intervention de type pr\'e-test post-test dans un \'echantillon de 96 \'el\`eves (7 \`a 12 ans) a permis de r\'ev\'eler que ce bref programme (4 s\'eances sur une semaine) \'etait efficace pour am\'eliorer significativement l'estime de soi chez des \'el\`eves de 11-12 ans en comparaison avec une classe t\'emoin. L'intervention montre \'egalement un certain effet sur le bien-\^etre dans tous les groupes exp\'erimentaux.  Cet outil prometteur pourrait s'av\'erer particuli\`erement int\'eressant en allongeant le temps pass\'e \`a travailler sur ces \'el\'ements de psychologie positive et en ajoutant d'autres \'etapes qui ont d\'ej\`a fait leurs preuves pour am\'eliorer la coh\'esion du groupe classe en lien avec les forces de caract\`ere : travailler sur l'utilisation des forces et sur la reconnaissance des forces des pairs.},
  language = {fr}
}

@inproceedings{gay2020,
  title = {{Les recherches actuelles sur l'attention et la m\'emorisation : exploitations en contexte de classe}},
  booktitle = {{Les savoirs au carrefour de la recherche, des pratiques et de la formation: Congr\`es 2020 en ligne de la Soci\'et\'e suisse pour la recherche en \'education}},
  author = {Gay, Philippe and Bressoud, Nicolas and Alvarez, Lionel},
  year = {2020},
  address = {{Bienne (\`a distance), Suisse}},
  abstract = {Enseigner appelle des pratiques pouvant s'appuyer sur des recherches empiriques et th\'eories solides (pour une revue, voir p. ex. Weinstein, Madan, \& Sumeracki, 2018). Dans ce contexte, cette communication d\'ebutera par une pr\'esentation de quelques caract\'eristiques essentielles des m\'ecanismes n\'ecessaires \`a l'apprentissage, \`a savoir l'attention et la m\'emoire.  La s\'electivit\'e de l'attention sera d'abord pr\'esent\'ee \`a travers quelques mod\`eles cognitifs et l'auditoire sera test\'e afin de montrer son fonctionnement et ses limites. Dans un deuxi\`eme temps, c'est le fonctionnement de la m\'emoire et un mod\`ele de ses diff\'erents syst\`emes qui seront abord\'es. Des r\'esultats probants dans le domaine seront pr\'esent\'es, notamment pour montrer l'importance de se tester qui est tr\`es bien d\'emontr\'ee pour permettre un meilleur apprentissage sur le long terme (voir p. ex., Rowland, 2014 pour une m\'eta-analyse). Par exemple, dans une des nombreuses recherches r\'ealis\'ees dans ce domaine, Zaromb, et Roediger (2010) ont demand\'e \`a trois groupes de travailler durant huit p\'eriodes pour apprendre des listes de mots. Un groupe devait alterner des phases d'\'etude et de tests, un autre groupe avait uniquement deux p\'eriodes de tests, et un troisi\`eme groupe ne faisait que d'\'etudier. Apr\`es deux jours, le groupe qui avait altern\'e des phases d'\'etudes et de test obtenait des performances plus de deux fois meilleures que le groupe qui avait enchain\'e huit p\'eriodes d'\'etude.  Ces r\'esultats pour diff\'erents types de mat\'eriel \`a apprendre s'expliquent notamment par le fait que \textendash{} en comparaison avec l'\'etude (p. ex., relire un cours, \'ecouter une conf\'erence) \textendash{} les tests (p.ex., QCM, rappel libre) demandent plus d'engagement et d'effort. Par ailleurs, \'etudier ne fait qu'appel \`a de l'encodage (acqu\'erir des informations) alors que se tester permet \'egalement d'entrainer la r\'ecup\'eration (aller chercher des informations en m\'emoire \`a long terme), le m\'ecanisme qui est d'ailleurs utilis\'e lors d'un examen. Pour apprendre \`a apprendre, il peut \^etre sugg\'er\'e par exemple, avant de relire un cours, de noter d\'ej\`a tout ce qui revient, puis v\'erifier ce qui est correct ou non et identifier ce qui manque. La communication s'attardera \`a proposer des exploitations p\'edagogiques de ces r\'esultats de psychologie cognitive et de neurosciences, tout en veillant \`a analyser les limites de cette d\'emarche applicative. Notamment (1) l'importance d'un encodage profond et \'elabor\'e, (2) la sup\'eriorit\'e de l'apprentissage distribu\'e en comparaison avec l'apprentissage massif, (3) la sup\'eriorit\'e de l'apprentissage entrelac\'e en comparaison avec l'apprentissage en bloc (Weinstein et al., 2018) seront par exemple des supports \`a l'identification de pratiques d'enseignement \`a privil\'egier, tout comme en quoi les \'emotions peuvent \^etre des freins et des leviers dans l'apprentissage (Gay \& Shankland, 2019).},
  language = {fr}
}

@book{genoud,
  title = {L'analyse Du Cas Singulier Dans La Pratique et La Recherche Psychosociales},
  author = {Genoud, Philippe A and Reicherts, Michael},
  isbn = {978-3-934247-55-0}
}

@book{genoud2016,
  title = {L'analyse Du Cas Singulier Dans La Pratique et La Recherche Psychosociales},
  author = {Genoud, Philippe A and Reicherts, Michael and {Zentralstelle f\"ur Klinische Sozialarbeit}},
  year = {2016},
  isbn = {978-3-934247-85-7}
}

@book{genoudAnalyseCasSingulier2016,
  title = {{L'analyse du cas singulier dans la pratique et la recherche psychosociales}},
  author = {Genoud, Philippe A and Reicherts, Michael and {Zentralstelle f\"ur Klinische Sozialarbeit}},
  year = {2016},
  annotation = {OCLC: 965691548},
  isbn = {978-3-934247-85-7},
  language = {French}
}

@article{gentaz2017,
  title = {Comp\'etences \'Emotionnelles Chez l'enfant},
  author = {Gentaz, {\'E}douard},
  year = {2017},
  volume = {71},
  pages = {24--24},
  issn = {9782749256498},
  doi = {10.3917/lcd.071.0024},
  journal = {Les Cahiers Dynamiques},
  number = {1}
}

@article{gentaz2018,
  title = {Du Labo \`a l'\'ecole : Le D\'elicat Passage \`a l'\'echelle},
  author = {Gentaz, {\'E}douard},
  year = {2018},
  pages = {2--4},
  file = {/Users/nicolasbressoud/Zotero/storage/F5IZ3KRC/Gentaz article.pdf},
  journal = {La Recherche}
}

@article{ghielen2018,
  title = {Promoting Positive Outcomes through Strengths Interventions: {{A}} Literature Review},
  author = {Ghielen, Sanne Theodora Sophia and {van Woerkom}, Marianne and Christina Meyers, Maria},
  year = {2018},
  volume = {13},
  pages = {573--585},
  issn = {3216374475},
  doi = {10.1080/17439760.2017.1365164},
  abstract = {This paper reviews studies of strengths interventions published between 2011 and 2016. Strengths interventions aim to promote well-being or other positive outcomes by facilitating strengths identification, and sometimes also strengths use and/or development. The present review provides an overview of the different strengths interventions that are investigated, their effectiveness, and moderating and mediating factors. Results of the 18 (quasi-)experimental studies that were identified through a systematic literature search showed that all types of strengths interventions had positive outcomes in terms of well-being, job outcomes (e.g. work engagement), personal growth initiative, and group or team outcomes (e.g. class cohesion). Hope, positive affect, authentic self- expression, perceptions of the employment relationship, and feelings of social worth were identified as mediators, whereas extraversion and having specific strengths (e.g. persistence) were identified as moderators. Based on these findings, we discuss implications for future research and practice.},
  file = {/Users/nicolasbressoud/Zotero/storage/Z52R8IZ3/Promoting positive outcomes through strengths interventions A literature review.pdf},
  journal = {Journal of Positive Psychology},
  keywords = {positive psychology,positive-activity model,review,Strengths interventions,well-being},
  number = {6}
}

@misc{giron2017,
  title = {L'entr\'ee Du Concept de Bienveillance Dans Le Champ Scolaire},
  author = {Giron, C{\'e}line},
  year = {2017}
}

@article{goetz2013,
  title = {Characteristics of Teaching and Students' Emotions in the Classroom: {{Investigating}} Differences across Domains},
  author = {Goetz, Thomas and L{\"u}dtke, Oliver and Nett, Ulrike E. and Keller, Melanie M. and Lipnevich, Anastasiya A.},
  year = {2013},
  doi = {10.1016/j.cedpsych.2013.08.001},
  abstract = {This study investigated the relations between eight characteristics of teaching and students' academic emotions (enjoyment, pride, anxiety, anger, helplessness and boredom) across four academic domains (mathematics, physics, German, and English). 121 students (50\% female; 8th and 11th graders) were asked about their perceptions of teaching characteristics and their academic emotions using the experience sampling method (real-time approach) for a period of 10 school days, with intraindividual analyses conducted using a multilevel approach. Multilevel exploratory factor analysis revealed that the eight teaching characteristics (understandability, illustration, enthusiasm, fostering attention, lack of clarity, difficulty, pace, level of expectation) represented two factors, labeled supportive presentation style (e.g., comprising understandability) and excessive lesson demands (e.g., comprising difficulty). In line with our hypothesis, we found clear relations on the intraindividual level between the two factors of teaching characteristics and students' academic emotions in the classroom (e.g., supportive presentation style positively related to students' enjoyment and negatively related to their boredom). Further, and supporting the universality assumption of teaching characteristics/academic emotions relations, the strength of relations between the two factors of teaching characteristics and academic emotions was very similar across the four academic domains. Implications for future research and educational practice are discussed. \textcopyright{} 2013 Elsevier Inc.},
  journal = {Contemporary Educational Psychology},
  keywords = {Classroom,Domains,Emotions,Instruction,Quality,Teaching}
}

@article{goodman2008,
  title = {A {{Dirty Dozen}}: {{Twelve P}}-{{Value Misconceptions}}},
  author = {Goodman, Steven},
  year = {2008},
  volume = {45},
  pages = {135--140},
  doi = {10.1053/j.seminhematol.2008.04.003},
  abstract = {The P value is a measure of statistical evidence that appears in virtually all medical research papers. Its interpretation is made extraordinarily difficult because it is not part of any formal system of statistical inference. As a result, the P value's inferential meaning is widely and often wildly misconstrued, a fact that has been pointed out in innumerable papers and books appearing since at least the 1940s. This commentary reviews a dozen of these common misinterpretations and explains why each is wrong. It also reviews the possible consequences of these improper understandings or representations of its meaning. Finally, it contrasts the P value with its Bayesian counterpart, the Bayes' factor, which has virtually all of the desirable properties of an evidential measure that the P value lacks, most notably interpretability. The most serious consequence of this array of P-value misconceptions is the false belief that the probability of a conclusion being in error can be calculated from the data in a single experiment without reference to external evidence or the plausibility of the underlying mechanism. \textcopyright{} 2008 Elsevier Inc. All rights reserved.},
  file = {/Users/nicolasbressoud/Zotero/storage/PB7I83CK/twelvePvaluemisconceptions.pdf},
  journal = {Seminars in Hematology},
  number = {3}
}

@article{govindjireena2007,
  title = {Strengths Use, Self-Concordance and Well-Being: {{Implications}} for Strengths Coaching and Coaching Psychologists.},
  author = {Govindji, Reena and Linley, P Alex},
  year = {2007},
  volume = {2},
  pages = {143--153},
  journal = {International Coaching Psychology Review},
  number = {2}
}

@article{greenland2016,
  title = {Statistical Tests, {{P}} Values, Confidence Intervals, and Power: A Guide to Misinterpretations},
  author = {Greenland, Sander and Senn, Stephen J. and Rothman, Kenneth J. and Carlin, John B. and Poole, Charles and Goodman, Steven N. and Altman, Douglas G.},
  year = {2016},
  volume = {31},
  pages = {337--350},
  doi = {10.1007/s10654-016-0149-3},
  abstract = {Misinterpretation and abuse of statistical tests, confidence intervals, and statistical power have been decried for decades, yet remain rampant. A key problem is that there are no interpretations of these concepts that are at once simple, intuitive, correct, and foolproof. Instead, correct use and interpretation of these statistics requires an attention to detail which seems to tax the patience of working scientists. This high cognitive demand has led to an epidemic of shortcut definitions and interpretations that are simply wrong, sometimes disastrously so-and yet these misinterpretations dominate much of the scientific literature. In light of this problem, we provide definitions and a discussion of basic statistics that are more general and critical than typically found in traditional introductory expositions. Our goal is to provide a resource for instructors, researchers, and consumers of statistics whose knowledge of statistical theory and technique may be limited but who wish to avoid and spot misinterpretations. We emphasize how violation of often unstated analysis protocols (such as selecting analyses for presentation based on the P values they produce) can lead to small P values even if the declared test hypothesis is correct, and can lead to large P values even if that hypothesis is incorrect. We then provide an explanatory list of 25 misinterpretations of P values, confidence intervals, and power. We conclude with guidelines for improving statistical interpretation and reporting.},
  file = {/Users/nicolasbressoud/Zotero/storage/3GMV2HEU/Greenland2016_Article_StatisticalTestsPValuesConfide.pdf},
  journal = {European Journal of Epidemiology},
  keywords = {Confidence intervals,Hypothesis testing,Null testing,P value,Power,Significance tests,Statistical testing},
  number = {4}
}

@article{guhn2016,
  title = {Associations of Teacher-Rated Social, Emotional, and Cognitive Development in Kindergarten to Self-Reported Wellbeing, Peer Relations, and Academic Test Scores in Middle Childhood},
  author = {Guhn, Martin and Gadermann, Anne M. and Almas, Alisa and {Schonert-Reichl}, Kimberly A. and Hertzman, Clyde},
  year = {2016},
  issn = {0885-2006},
  doi = {10.1016/j.ecresq.2015.12.027},
  abstract = {In two longitudinal studies, we examined to what extent teacher-rated social competence, emotional maturity, and language and cognitive development in kindergarten (measured with the Early Development Instrument, EDI; Janus \& Offord, 2007) are associated with children's self-reported social relations with peers, emotional well-being (measured with the Middle Years Development Instrument, MDI; Schonert-Reichl et al., 2013), and numeracy and literacy (assessed with standardized achievement tests) in middle childhood. The studies were conducted using population-based data linkages (N {$>$} 7000) from Western Canada. Using multilevel regression analyses, we found that teacher-rated social competence in kindergarten most strongly predicted 4th graders' self-report of their connectedness to peers, and emotional maturity most strongly predicted emotional well-being. Teacher-rated cognitive and language development in kindergarten most strongly predicted 4th graders' standardized numeracy and literacy test results. We discuss our results with regard to previous findings in the literature, and address methodological and conceptual challenges in regard to examining children's early development across interdependent domains.},
  journal = {Early Childhood Research Quarterly},
  keywords = {Early Development Instrument (EDI),Early social; emotional; and cognitive development,Longitudinal study,Well-being and peer relations in middle childhood}
}

@article{guimard2017,
  title = {Le Bien-\^Etre Des \'El\`eves \`a l ' \'Ecole et Au Coll\`ege . {{Validation}} d ' Une \'Echelle Multidimensionnelle , Analyses Descriptives et Diff\'erentielles {{To}} Cite This Version : {{HAL Id}} : Halshs-01562198 {{LE BIEN}}-{{\^ETRE DES \'EL\`EVES \`A L}} ' {{\'ECOLE ET AU COLL\`EGE Validation}} d '},
  author = {Guimard, Philippe and Bacro, Fabien and Ferri{\`e}re, S{\'e}verine and Florin, Agn{\`e}s and Guimard, Philippe and Bacro, Fabien and Ferri{\`e}re, S{\'e}verine and Florin, Agn{\`e}s and Gaudonville, Tiphaine and Guimard, Philippe},
  year = {2017},
  file = {/Users/nicolasbressoud/Zotero/storage/CI4NWNAX/depp-2015-EF-88-89-bien-etre-eleves-ecole-et-au-college_510604.pdf}
}

@article{guskey2002,
  title = {Professional Development and Teacher Change},
  author = {Guskey, Thomas R.},
  year = {2002},
  volume = {8},
  pages = {381--391},
  issn = {1354060021000},
  doi = {10.1080/135406002100000512},
  abstract = {This article describes a model of teacher change originally presented nearly two decades ago (Guskey, 1986) that began my long and warm friendship with Michael Huberman. The model portrays the temporal sequence of events from professional development experiences to enduring change in teachers' attitudes and perceptions. Research evidence supporting the model is summarized and the conditions under which change might be facilitated are described. The development and presentation of this model initiated a series of professional collaborations between Michael and myself, and led to the development of our co-edited book, Professional Development in Education: new paradigms and practices (Guskey \& Huberman, 1995), which was named 'Book of the Year' by the National Staff Development Council in 1996.},
  journal = {Teachers and Teaching: Theory and Practice},
  number = {3}
}

@book{guthrie2012,
  title = {Handbook of {{Research}} on {{Student Engagement}}},
  author = {Guthrie, John T. and Wigfield, Allan and You, Wei},
  year = {2012},
  doi = {10.1007/978-1-4614-2018-7},
  abstract = {Instructional Contexts for Engagement and Achievement in Reading*},
  file = {/Users/nicolasbressoud/Zotero/storage/MZ3PVHMF/handbookofstudentengagement.pdf},
  isbn = {978-1-4614-2017-0}
}

@article{hall2015,
  title = {Addressing {{Learning Disabilities With UDL}} and {{Technology}}: {{Strategic Reader}}},
  shorttitle = {Addressing {{Learning Disabilities With UDL}} and {{Technology}}},
  author = {Hall, Tracey E. and Cohen, Nicole and Vue, Ge and Ganley, Patricia},
  year = {2015},
  month = may,
  volume = {38},
  pages = {72--83},
  issn = {0731-9487, 2168-376X},
  doi = {10.1177/0731948714544375},
  abstract = {CAST created Strategic Reader, a technology-based system blending Universal Design for Learning (UDL) and CurriculumBased Measurement (CBM) in a digital learning environment to improve reading comprehension instruction. This experimental study evaluates the effectiveness of Strategic Reader using two treatment conditions for measuring progress (online vs. offline). Using both quantitative and qualitative data analysis, strong evidence is found that students using the online tool experience significant growth in comprehension scores. The difference in score growth in the online versus offline conditions is especially large for students with learning disabilities (LDs): Only in the online progress monitoring condition do LD students experience a statistically significant score increase. In addition, students with LDs report being substantially more engaged by (and with) Strategic Reader, finding many aspects of the tool differentially more helpful than their general education peers. In sum, the results provide promising paths for both curricular design and further research in the design of digital environments.},
  file = {/Users/nicolasbressoud/Zotero/storage/PWWJT33C/Hall et al. - 2015 - Addressing Learning Disabilities With UDL and Tech.pdf},
  journal = {Learning Disability Quarterly},
  language = {en},
  number = {2}
}

@article{hareli2008,
  title = {When Does Feedback about Success at School Hurt? {{The}} Role of Causal Attributions},
  author = {Hareli, Shlomo and Hess, Ursula},
  year = {2008},
  volume = {11},
  pages = {259--272},
  issn = {1121800890},
  doi = {10.1007/s11218-008-9059-x},
  abstract = {The present research provides evidence that attribution theory can\textbackslash nserve as an explanatory framework not only to explain achievers'\textbackslash nreactions to their achievement based on their self generated understandings\textbackslash nof what brought these achievements about but also when such information\textbackslash nis provided by others. Thus, when we succeed at school, others may\textbackslash ncomment on the likely reasons for this success. The present research\textbackslash naddressed the question what it is that makes certain types of feedback\textbackslash non the reasons for success at school hurtful. The results of two\textbackslash nstudies conducted in the context of a school setting demonstrated\textbackslash nthat the causal structure implied by an explanation for success explains\textbackslash nwhy some explanations are perceived as hurtful and elicit anger,\textbackslash nshame, and guilt rather than pleasure or pride. Interestingly, the\textbackslash nperceived validity of the explanation is of relatively less importance\textbackslash nfor the elicitation of hurt feelings and anger than the content of\textbackslash nthe explanation. Overall, these results provide further evidence\textbackslash nfor the importance of attributional information for social emotions\textbackslash nin educational settings.},
  journal = {Social Psychology of Education},
  keywords = {Anger; shame; guilt,Attribution theory,Hurt feeling,Peer feedback,Success at school},
  number = {3}
}

@book{harle2017,
  title = {Les 5 Cl\'es d'une \'Education R\'eussie !: D\'epassez Vos Pr\'ejug\'es!},
  author = {Harl{\'e}, M{\'e}lusine},
  year = {2017},
  publisher = {{Hachette Pratique}},
  address = {{Vanves}},
  isbn = {978-2-01-396497-5}
}

@book{harleClesEducationReussie2017,
  title = {{Les 5 cl\'es d'une \'education r\'eussie !: d\'epassez vos pr\'ejug\'es!}},
  shorttitle = {{Les 5 cl\'es d'une \'education r\'eussie !}},
  author = {Harl{\'e}, M{\'e}lusine},
  year = {2017},
  publisher = {{Hachette Pratique}},
  address = {{Vanves}},
  annotation = {OCLC: 990153065},
  isbn = {978-2-01-396497-5},
  language = {French}
}

@article{hart2011,
  title = {Mapping the Contours of Contemporary Positive Psychology.},
  author = {Hart, Kenneth E. and Sasso, Thomas},
  year = {2011},
  volume = {52},
  pages = {82--92},
  issn = {1878730407085591},
  doi = {10.1037/a0023118},
  abstract = {This paper seeks to quantify scholarly interest in the rapidly emerging field of Positive Psychology (PP) and to empirically map the contours of the discipline using six different methodologies. Results document extraordinary growth in the last decade and confirm that scholars in this area have devoted the lion's share of their attention to two of the three `Pillars' of PP as proposed by Seligman and Csikszentmihalyi (2000): (1) the study of positive subjective experience and (2) positive personal traits. While interest in positive institutions has been somewhat sparse, there has been increased concern with the topics of `resilience' and eudaimonia (broadly defined). The latter developments help to dispel the myth that PP is an elite endeavour solely concerned with Pollyanna-style `happiology' in people who find themselves in idyllic circumstances. Hopefully the results of our content analysis of the field will encourage instructors who teach PP to provide their students with a well-balanced curriculum, one that accurately reflects the heterogeneity of the field, and one that mirrors recent scholarly trends.},
  journal = {Canadian Psychology/Psychologie canadienne},
  keywords = {2010,as noted by yen,commanding,definition,domains,literal explosion of work,of positive psychology,over the past 10,positive psychology,review,specializations,temporal trends,there has been a,within the new subdiscipline,years},
  number = {2}
}

@book{hattie2012,
  title = {Visible Learning for Teachers: Maximizing Impact on Learning},
  author = {Hattie, John},
  year = {2012},
  publisher = {{Routledge}},
  address = {{London ; New York}},
  abstract = {"In November 2008, John Hattie's ground-breaking book Visible Learning synthesised the results of more than 15 years research involving millions of students and represented the biggest ever collection of evidence-based research into what actually works in schools to improve learning. Visible Learning for Teachers takes the next step and brings those ground breaking concepts to a completely new audience. Written for students, pre-service and in-service teachers, it explains how to apply the principles of Visible Learning to any classroom anywhere in the world. The author offers concise and user-friendly summaries of the most successful interventions and offers practical step by step guidance to the successful implementation of visible learning and visible teaching in the classroom. This book: - Links the biggest ever research project on teaching strategies to practical classroom implementation - Champions both teacher and student perspectives and contains step by step guidance including lesson preparation, interpreting learning and feedback during the lesson and post lesson follow up - Offers checklists, exercises, case studies and best practice scenarios to assist in raising achievement - Includes whole school checklists and advice for school leaders on facilitating visible learning in their institution - Now includes additional meta-analyses bringing the total cited within the research to over 900 - Comprehensively covers numerous areas of learning activity including pupil motivation, curriculum, meta-cognitive strategies, behaviour, teaching strategies, and classroom management. Visible Learning for Teachers is a must read for any student or teacher who wants an evidence based answer to the question; 'how do we maximise achievement in our schools?'"-- Provided by publisher},
  isbn = {978-0-415-69014-0 978-0-415-69015-7 978-0-203-18152-2},
  keywords = {Reflective teaching,Student-centered learning,Visible learning}
}

@book{hattie2014,
  title = {Visible Learning and the Science of How We Learn},
  author = {Hattie, John and Yates, Gregory},
  year = {2014},
  publisher = {{Routledge, Taylor \& Francis Group}},
  address = {{London ; New York}},
  abstract = {"Now in this latest book, John Hattie has joined forces with cognitive psychologist Greg Yates to build on the original data and legacy of the Visible Learning project, showing how it's underlying ideas and the cutting edge of cognitive science can form a powerful and complimentary framework for shaping learning in the classroom and beyond. Visible Learning and the Science of Learning explains the major principles and strategies of learning, outlining why it can be so hard sometimes, and yet easy on other occasions. Aimed at teachers and students, it is written in an accessible and engaging style and can be read cover to cover, or used on a chapter-by-chapter basis for essay writing or staff development. The book is structured in three parts - 'learning within classrooms', 'learning foundations', which explains the cognitive building blocks of knowledge acquisition and 'know thyself' which explores, confidence and self-knowledge. It also features extensive interactive appendices containing study guide questions to encourage critical thinking, annotated bibliographic entries with recommendations for further reading, links to relevant websites and YouTube clips, and the meta-analyses from the original Visible Learning project by rank order. Throughout, the authors draw upon the latest international research into how the learning process works and how to maximise impact on students, covering such topics as: - teacher personality; - expertise and teacher-student relationships; - how knowledge is stored and the impact of cognitive load; - thinking fast and thinking slow; - the psychology of self-control; - the role of conversation at school and at home; - invisible gorillas and the IKEA effect; - digital native theory; - myths and fallacies about how people learn"--},
  isbn = {978-0-415-70498-4 978-0-415-70499-1},
  keywords = {EDUCATION / Educational Psychology,EDUCATION / General,Learning,Psychology of,Thought and thinking,Visible learning,Visual learning}
}

@article{hattie2016,
  title = {Learning Strategies: A Synthesis and Conceptual Model},
  author = {Hattie, John A C and Donoghue, Gregory M},
  year = {2016},
  volume = {1},
  pages = {16013--16013},
  doi = {10.1038/npjscilearn.2016.13},
  abstract = {The purpose of this article is to explore a model of learning that proposes that various learning strategies are powerful at certain stages in the learning cycle. The model describes three inputs and outcomes (skill, will and thrill), success criteria, three phases of learning (surface, deep and transfer) and an acquiring and consolidation phase within each of the surface and deep phases. A synthesis of 228 meta-analyses led to the identification of the most effective strategies. The results indicate that there is a subset of strategies that are effective, but this effectiveness depends on the phase of the model in which they are implemented. Further, it is best not to run separate sessions on learning strategies but to embed the various strategies within the content of the subject, to be clearer about developing both surface and deep learning, and promoting their associated optimal strategies and to teach the skills of transfer of learning. The article concludes with a discussion of questions raised by the model that need further research.},
  journal = {npj Science of Learning},
  number = {1}
}

@book{hattie2017,
  title = {L'apprentissage Visible Pour Les Enseignants},
  author = {Hattie, John},
  year = {2017},
  publisher = {{PUQ}},
  address = {{Qu\'ebec}}
}

@book{hattie2019,
  title = {Visible Learning: Feedback},
  author = {Hattie, John and Clarke, Shirley},
  year = {2019},
  publisher = {{Routledge}},
  address = {{Abingdon, Oxon ; New York, NY}},
  abstract = {"Visible Learning: Feedback brings together two internationally known educators, combining Hattie's world famous research expertise with Clarke's vast experience of classroom practice and application. Areas covered include the variability of feedback, the importance of surface, deep and transfer contexts, student to teacher feedback, the power of peer feedback and the power of within-lesson feedback. Feedback is arguably the most critical and powerful aspect of teaching and learning and no other book currently available combines research excellence, theory and vast practical expertise in the same way, making this book an essential resource for teachers in any setting, phase or country"--},
  isbn = {978-1-138-59988-8 978-1-138-59989-5},
  keywords = {Feedback (Psychology),Reflective teaching,Student evaluation of curriculum,Student evaluation of teachers,Teacher-student relationships,Visible learning}
}

@book{hattieVisibleLearningFeedback2019,
  title = {Visible Learning: Feedback},
  shorttitle = {Visible Learning},
  author = {Hattie, John and Clarke, Shirley},
  year = {2019},
  publisher = {{Routledge}},
  address = {{Abingdon, Oxon ; New York, NY}},
  abstract = {"Visible Learning: Feedback brings together two internationally known educators, combining Hattie's world famous research expertise with Clarke's vast experience of classroom practice and application. Areas covered include the variability of feedback, the importance of surface, deep and transfer contexts, student to teacher feedback, the power of peer feedback and the power of within-lesson feedback. Feedback is arguably the most critical and powerful aspect of teaching and learning and no other book currently available combines research excellence, theory and vast practical expertise in the same way, making this book an essential resource for teachers in any setting, phase or country"--},
  isbn = {978-1-138-59988-8 978-1-138-59989-5},
  keywords = {Feedback (Psychology),Reflective teaching,Student evaluation of curriculum,Student evaluation of teachers,Teacher-student relationships,Visible learning},
  lccn = {LB2838 .H336 2019}
}

@book{hattieVisibleLearningScience2014,
  title = {Visible Learning and the Science of How We Learn},
  author = {Hattie, John and Yates, Gregory},
  year = {2014},
  publisher = {{Routledge, Taylor \& Francis Group}},
  address = {{London ; New York}},
  abstract = {"Now in this latest book, John Hattie has joined forces with cognitive psychologist Greg Yates to build on the original data and legacy of the Visible Learning project, showing how it's underlying ideas and the cutting edge of cognitive science can form a powerful and complimentary framework for shaping learning in the classroom and beyond. Visible Learning and the Science of Learning explains the major principles and strategies of learning, outlining why it can be so hard sometimes, and yet easy on other occasions. Aimed at teachers and students, it is written in an accessible and engaging style and can be read cover to cover, or used on a chapter-by-chapter basis for essay writing or staff development. The book is structured in three parts - 'learning within classrooms', 'learning foundations', which explains the cognitive building blocks of knowledge acquisition and 'know thyself' which explores, confidence and self-knowledge. It also features extensive interactive appendices containing study guide questions to encourage critical thinking, annotated bibliographic entries with recommendations for further reading, links to relevant websites and YouTube clips, and the meta-analyses from the original Visible Learning project by rank order. Throughout, the authors draw upon the latest international research into how the learning process works and how to maximise impact on students, covering such topics as: - teacher personality; - expertise and teacher-student relationships; - how knowledge is stored and the impact of cognitive load; - thinking fast and thinking slow; - the psychology of self-control; - the role of conversation at school and at home; - invisible gorillas and the IKEA effect; - digital native theory; - myths and fallacies about how people learn"--},
  isbn = {978-0-415-70498-4 978-0-415-70499-1},
  keywords = {EDUCATION / Educational Psychology,EDUCATION / General,Learning; Psychology of,Thought and thinking,Visible learning,Visual learning},
  lccn = {LB1067.5 .H36 2014}
}

@book{hattieVisibleLearningTeachers2012,
  title = {Visible Learning for Teachers: Maximizing Impact on Learning},
  shorttitle = {Visible Learning for Teachers},
  author = {Hattie, John},
  year = {2012},
  publisher = {{Routledge}},
  address = {{London ; New York}},
  abstract = {"In November 2008, John Hattie's ground-breaking book Visible Learning synthesised the results of more than 15 years research involving millions of students and represented the biggest ever collection of evidence-based research into what actually works in schools to improve learning. Visible Learning for Teachers takes the next step and brings those ground breaking concepts to a completely new audience. Written for students, pre-service and in-service teachers, it explains how to apply the principles of Visible Learning to any classroom anywhere in the world. The author offers concise and user-friendly summaries of the most successful interventions and offers practical step by step guidance to the successful implementation of visible learning and visible teaching in the classroom. This book: - Links the biggest ever research project on teaching strategies to practical classroom implementation - Champions both teacher and student perspectives and contains step by step guidance including lesson preparation, interpreting learning and feedback during the lesson and post lesson follow up - Offers checklists, exercises, case studies and best practice scenarios to assist in raising achievement - Includes whole school checklists and advice for school leaders on facilitating visible learning in their institution - Now includes additional meta-analyses bringing the total cited within the research to over 900 - Comprehensively covers numerous areas of learning activity including pupil motivation, curriculum, meta-cognitive strategies, behaviour, teaching strategies, and classroom management. Visible Learning for Teachers is a must read for any student or teacher who wants an evidence based answer to the question; 'how do we maximise achievement in our schools?'"-- Provided by publisher},
  annotation = {OCLC: ocn727702478},
  isbn = {978-0-415-69014-0 978-0-415-69015-7 978-0-203-18152-2},
  keywords = {Reflective teaching,Student-centered learning,Visible learning},
  lccn = {LB1025.3 .H38 2012}
}

@article{hawthorne2019,
  title = {Well-{{Being}} as a {{Cognitive Load Reducing Agent}} : {{A Review}} of the {{Literature}}},
  author = {Hawthorne, Benjamin S and {Vella-brodrick}, Dianne A and Hattie, John},
  year = {2019},
  volume = {4},
  pages = {1--11},
  doi = {10.3389/feduc.2019.00121},
  keywords = {academic buoyancy,cognitive load,emotions,learning,well-being,well-being; academic buoyancy; emotions; cognitive},
  number = {October}
}

@article{hayes2006,
  title = {Acceptance and Commitment Therapy: Model, Processes and Outcomes.},
  author = {Hayes, Steven C and Luoma, Jason B and Bond, Frank W and Masuda, Akihiko and Lillis, Jason},
  year = {2006},
  volume = {44},
  pages = {1--25},
  issn = {0005-7967},
  doi = {10.1016/j.brat.2005.06.006},
  abstract = {The present article presents and reviews the model of psychopathology and treatment underlying Acceptance and Commitment Therapy (ACT). ACT is unusual in that it is linked to a comprehensive active basic research program on the nature of human language and cognition (Relational Frame Theory), echoing back to an earlier era of behavior therapy in which clinical treatments were consciously based on basic behavioral principles. The evidence from correlational, component, process of change, and outcome comparisons relevant to the model are broadly supportive, but the literature is not mature and many questions have not yet been examined. What evidence is available suggests that ACT works through different processes than active treatment comparisons, including traditional Cognitive-Behavior Therapy (CBT). There are not enough well-controlled studies to conclude that ACT is generally more effective than other active treatments across the range of problems examined, but so far the data are promising.},
  journal = {Behaviour research and therapy},
  keywords = {Cognitive Therapy,Cognitive Therapy: methods,Humans,Mental Disorders,Mental Disorders: psychology,Mental Disorders: therapy,Models,Psychological,Randomized Controlled Trials as Topic,Self Concept,Treatment Outcome},
  number = {1}
}

@article{heintz2019,
  title = {Character {{Strengths}} and {{Job Satisfaction}} : {{Differential Relationships Across Occupational Groups}} and {{Adulthood}}},
  author = {Heintz, Sonja and Ruch, Willibald},
  year = {2019},
  file = {/Users/nicolasbressoud/Zotero/storage/PNG3KKD9/Heintz-Ruch2019_Article_CharacterStrengthsAndJobSatisf.pdf},
  keywords = {character strengths,Character strengths;Job satisfaction;VIA classific,intervention,job satisfaction,person-job fit,via classification,workplace}
}

@article{hernandez2016,
  title = {Emotional Expression in School Context, Social Relationships, and Academic Adjustment in Kindergarten.},
  author = {Hern{\'a}ndez, Maciel M and Eisenberg, Nancy and Valiente, Carlos and VanSchyndel, Sarah K and Spinrad, Tracy L and Silva, Kassondra M and Berger, Rebecca H and Diaz, Anjolii and Terrell, Nathan and Thompson, Marilyn S and Southworth, Jody},
  year = {2016},
  volume = {16},
  pages = {553--566},
  doi = {10.1037/emo0000147},
  abstract = {This study evaluated direct relations of both kindergarteners' (N = 301) naturalistically observed emotion in 2 different school contexts and early kindergarten verbal competence to academic adjustment (i.e., standardized measures of academic achievement, teacher-reported academic skills, teacher-reported and observed school engagement) and if these relations were mediated by teacher-reported conflict with students and by peer acceptance. When controlling for verbal competence, positive emotions expressed in the classroom context positively directly predicted academic skills, whereas positive emotions expressed outside class (lunch/recess) negatively predicted academic skills. Negative emotions observed in the classroom context and during lunch/recess negatively predicted academic achievement. Positive emotions observed in both contexts indirectly predicted higher school engagement through its positive relation to peer acceptance; positive emotions expressed in lunch and recess indirectly predicted higher school engagement via lower teacher\textendash student conflict. Negative emotions observed in both contexts also indirectly predicted lower school engagement via higher teacher\textendash student conflict. Furthermore, verbal competence indirectly predicted higher academic adjustment via lower teacher\textendash student conflict. Moreover, verbal competence moderated the association between peer acceptance (but not teacher\textendash student conflict) and academic adjustment. Because verbal competence moderated the associations from peer competence, positive emotions in both contexts indirectly predicted higher academic adjustment via higher peer acceptance primarily for children with low, but not high, initial verbal competence. (PsycINFO Database Record (c) 2016 APA, all rights reserved). (journal abstract)},
  journal = {Emotion},
  keywords = {academic achievement,Academic Achievement,Conflict,Emotionality (Personality),Kindergarten Students,negative emotion,Negative Emotions,peer acceptance,Peer Relations,positive emotion,Positive Emotions,School Environment,Teacher Student Interaction,teacher–student conflict},
  number = {4}
}

@article{hernandez2017,
  title = {Elementary Students??? Effortful Control and Academic Achievement: {{The}} Mediating Role of Teacher???Student Relationship Quality},
  author = {Hernandez, Maciel M. and Valiente, Carlos and Eisenberg, Nancy and Berger, Rebecca H. and Spinrad, Tracy L. and VanSchyndel, Sarah K. and Silva, Kassondra M. and Southworth, Jody and Thompson, Marilyn S.},
  year = {2017},
  volume = {40},
  pages = {98--109},
  issn = {0885-2006(Print)},
  doi = {10.1016/j.ecresq.2016.10.004},
  abstract = {This study evaluated the association between effortful control in kindergarten and academic achievement one year later (N??=??301), and whether teacher???student closeness and conflict in kindergarten mediated the association. Parents, teachers, and observers reported on children's effortful control, and teachers reported on their perceived levels of closeness and conflict with students. Students completed the passage comprehension and applied problems subtests of the Woodcock???Johnson tests of achievement, as well as a behavioral measure of effortful control. Analytical models predicting academic achievement were estimated using a structural equation model framework. Effortful control positively predicted academic achievement even when controlling for prior achievement and other covariates. Mediation hypotheses were tested in a separate model; effortful control positively predicted teacher???student closeness and strongly, negatively predicted teacher???student conflict. Teacher???student closeness and effortful control, but not teacher???student conflict, had small, positive associations with academic achievement. Effortful control also indirectly predicted higher academic achievement through its positive effect on teacher???student closeness and via its positive relation to early academic achievement. The findings suggest that teacher???student closeness is one mechanism by which effortful control is associated with academic achievement. Effortful control was also a consistent predictor of academic achievement, beyond prior achievement levels and controlling for teacher???student closeness and conflict, with implications for intervention programs on fostering regulation and achievement concurrently.},
  journal = {Early Childhood Research Quarterly},
  keywords = {Academic achievement,Effortful control,Elementary school,Kindergarten,Teacher???student relationship quality}
}

@article{hess2016,
  title = {Clinically Meaningful Blood Pressure Reductions with Low Intensity Isometric Handgrip Exercise. {{A}} Randomized Trial},
  author = {Hess, N. C L and Carlson, D. J. and Inder, J. D. and Jesulola, E. and Mcfarlane, J. R. and Smart, N. A.},
  year = {2016},
  volume = {65},
  pages = {461--468},
  issn = {9788578110796},
  doi = {10.1017/CBO9781107415324.004},
  abstract = {applicability for this approach.},
  journal = {Physiological Research},
  keywords = {Blood pressure,Hypertension,Isometric exercise},
  number = {3}
}

@article{hodges,
  title = {{{STRENGTHS}}-{{BASED DEVELOPMENT IN PRACTICE}}},
  author = {Hodges, Timothy D and CLIFTON, DONALD O.},
  pages = {1--25},
  journal = {International handbook of positive psychology in practice: From research to application. New}
}

@book{holmgrenBattleBoredomSchools2019,
  title = {The {{Battle}} against {{Boredom}} in Schools},
  author = {Holmgren, Nadia and Ledertoug, Mette Marie and Paarup, Nanna and Tidmand, Louise},
  year = {2019},
  publisher = {{Strength Academy}},
  address = {{Delaware, USA}},
  isbn = {978-87-971417-0-0}
}

@book{houde2014,
  title = {Apprendre \`a R\'esister},
  author = {Houd{\'e}, Olivier},
  year = {2014},
  publisher = {{Ed. Le Pommier}},
  address = {{Paris}},
  abstract = {Apr\`es Piaget, Olivier Houd\'e a \'elabor\'e une th\'eorie r\'evolutionnaire pour d\'ecrire l'apprentissage, notamment chez l'enfant. \`A l'aide de l'apport conjugu\'e de la psychologie et des neurosciences, il a isol\'e une fonction essentielle du cerveau : la r\'esistance cognitive ! Piaget avait mis en \'evidence deux \'etapes, l'instinct ou l'intuition et la r\'eflexion logique. Mais pour mettre en \oe uvre la r\'eflexion il faut d'abord inhiber l'instinct. Cette capacit\'e, clairement localis\'ee dans le cerveau, peut \^etre entra\^in\'ee. Olivier Houd\'e nous explique la gen\`ese de cette d\'ecouverte au travers de nombreux exemples chez les b\'eb\'es, les enfants et les adolescents. Et nous montre comment on peut la mettre en \oe uvre pour am\'eliorer l'apprentissage, \`a tout \^age ! (4e de couv.)},
  isbn = {978-2-7465-0774-6}
}

@book{houde2018,
  title = {L'\'ecole Du Cerveau: De \{\vphantom\}{{Montessori}}\vphantom\{\}, \{\vphantom\}{{Freinet}}\vphantom\{\} et \{\vphantom\}{{Piaget}}\vphantom\{\} Aux Sciences Cognitives},
  author = {Houd{\'e}, Olivier},
  year = {2018},
  isbn = {978-2-8047-0564-0}
}

@book{houdeApprendreResister2014,
  title = {{Apprendre \`a r\'esister}},
  author = {Houd{\'e}, Olivier},
  year = {2014},
  publisher = {{Ed. Le Pommier}},
  address = {{Paris}},
  abstract = {Apr\`es Piaget, Olivier Houd\'e a \'elabor\'e une th\'eorie r\'evolutionnaire pour d\'ecrire l'apprentissage, notamment chez l'enfant. \`A l'aide de l'apport conjugu\'e de la psychologie et des neurosciences, il a isol\'e une fonction essentielle du cerveau : la r\'esistance cognitive ! Piaget avait mis en \'evidence deux \'etapes, l'instinct ou l'intuition et la r\'eflexion logique. Mais pour mettre en \oe uvre la r\'eflexion il faut d'abord inhiber l'instinct. Cette capacit\'e, clairement localis\'ee dans le cerveau, peut \^etre entra\^in\'ee. Olivier Houd\'e nous explique la gen\`ese de cette d\'ecouverte au travers de nombreux exemples chez les b\'eb\'es, les enfants et les adolescents. Et nous montre comment on peut la mettre en \oe uvre pour am\'eliorer l'apprentissage, \`a tout \^age ! (4e de couv.)},
  annotation = {OCLC: 892737715},
  isbn = {978-2-7465-0774-6},
  language = {French}
}

@book{houdeEcoleCerveauMontessori2018,
  title = {{L'\'ecole du cerveau: de Montessori, Freinet et Piaget aux sciences cognitives}},
  shorttitle = {{L'\'ecole du cerveau}},
  author = {Houd{\'e}, Olivier},
  year = {2018},
  annotation = {OCLC: 1032709658},
  isbn = {978-2-8047-0564-0},
  language = {French}
}

@article{houston2018,
  title = {Efficient {{Strategies}} for {{Integrating Universal Design}} for {{Learning}} in the {{Online Classroom}}},
  author = {Houston, Leonia},
  year = {2018},
  month = dec,
  volume = {15},
  doi = {10.9743/jeo.2018.15.3.4},
  abstract = {Many learners who have not chosen to identify as having physical, sensory, and learning disabilities still may struggle to learn in the online learning environment due to diverse abilities and backgrounds, differing cultural and linguistic backgrounds, and other factors that affect perception, learning ability, and engagement. Given the apparent difficulty of a subset of learners who choose to learn in technologyenhanced instructional environments, most online learners identify as average or exceptional learners but they may not have their learning needs met due to inadequate course design, development, and delivery. This article will explore how the Universal Design for Learning (UDL) framework can be integrated efficiently into all phases of the online course development process. It will explore how the strategies can help faculty meet the challenge of learner diversity. Alternative approaches are included to encourage the creation of flexible instructional materials, techniques, and options that empower educators to meet the varied needs of online learners.},
  file = {/Users/nicolasbressoud/Zotero/storage/YR84ZAAG/Houston - 2018 - Efficient Strategies for Integrating Universal Des.pdf},
  journal = {Journal of Educators Online},
  language = {en},
  number = {3}
}

@article{howard-jones2002,
  title = {Myths and {{Messages}}},
  author = {{Howard-jones}, Paul A},
  year = {2002},
  doi = {10.1038/nrn3817}
}

@book{hulac2017,
  title = {Evidence-Based Strategies for Effective Classroom Management},
  author = {Hulac, David M and Briesch, Amy M},
  year = {2017},
  publisher = {{The Guilford Press}},
  address = {{New York}},
  abstract = {"Classroom management is critical to successful teaching, but many K-12 teachers struggle with it. This indispensable guide distills the best classroom management science into easy-to-implement strategies teachers can use to promote a productive and safe learning environment. Chapters provide evidence-based guidelines for implementing classwide prevention strategies, token economies, group contingencies, and self-management interventions. Procedures for evaluating intervention effectiveness and individualizing interventions are described. Reproducible tools include 9 forms and 21 quick-reference "Coach Cards" that distill the key steps of each strategy. The large-size format and lay-flat binding facilitate photocopying; purchasers also get access to a Web page where they can download and print the reproducible materials. Subject Areas/Key Words: applied behavior analysis, behavioral feedback, classroom management, classrooms, classwide strategies, disruptive behavior problems, elementary grades, engagement, environment, evidence-based practices, group contingencies, interventions, MTSS, multitiered systems of support, PBIS, positive behavior interventions and supports, prevention, routines, secondary grades, self-management, student behavior problems, students, teachers, Tier 1, token economy systems, universal Audience: School psychologists, K-12 classroom teachers and special educators, school administrators, behavior specialists, and school counselors"--},
  isbn = {978-1-4625-3175-2},
  keywords = {Classroom management,EDUCATION / Classroom Management,EDUCATION / Special Education / General,Educational psychology,Psychological aspects,PSYCHOLOGY / Psychotherapy / Child \& Adolescent,SOCIAL SCIENCE / Social Work},
  series = {The Guilford Practical Intervention in the Schools Series}
}

@book{hulacEvidencebasedStrategiesEffective2017,
  title = {Evidence-Based Strategies for Effective Classroom Management},
  author = {Hulac, David M. and Briesch, Amy M.},
  year = {2017},
  publisher = {{The Guilford Press}},
  address = {{New York}},
  abstract = {"Classroom management is critical to successful teaching, but many K-12 teachers struggle with it. This indispensable guide distills the best classroom management science into easy-to-implement strategies teachers can use to promote a productive and safe learning environment. Chapters provide evidence-based guidelines for implementing classwide prevention strategies, token economies, group contingencies, and self-management interventions. Procedures for evaluating intervention effectiveness and individualizing interventions are described. Reproducible tools include 9 forms and 21 quick-reference "Coach Cards" that distill the key steps of each strategy. The large-size format and lay-flat binding facilitate photocopying; purchasers also get access to a Web page where they can download and print the reproducible materials. Subject Areas/Key Words: applied behavior analysis, behavioral feedback, classroom management, classrooms, classwide strategies, disruptive behavior problems, elementary grades, engagement, environment, evidence-based practices, group contingencies, interventions, MTSS, multitiered systems of support, PBIS, positive behavior interventions and supports, prevention, routines, secondary grades, self-management, student behavior problems, students, teachers, Tier 1, token economy systems, universal Audience: School psychologists, K-12 classroom teachers and special educators, school administrators, behavior specialists, and school counselors"--},
  isbn = {978-1-4625-3175-2},
  keywords = {Classroom management,EDUCATION / Classroom Management,EDUCATION / Special Education / General,Educational psychology,Psychological aspects,PSYCHOLOGY / Psychotherapy / Child \& Adolescent,SOCIAL SCIENCE / Social Work},
  lccn = {LB3013 .H82 2017},
  series = {The Guilford Practical Intervention in the Schools Series}
}

@article{jang2010,
  title = {Engaging {{Students}} in {{Learning Activities}}: {{It}} Is {{Not Autonomy Support}} or {{Structure}} but {{Autonomy Support}} and {{Structure}}},
  author = {Jang, Hyungshim and Reeve, Johnmarshall and Deci, Edward L.},
  year = {2010},
  volume = {102},
  pages = {588--600},
  doi = {10.1037/a0019682},
  abstract = {We investigated 2 engagement-fostering aspects of teachers' instructional styles-autonomy support and structure-and hypothesized that students' engagement would be highest when teachers provided high levels of both. Trained observers rated teachers' instructional styles and students' behavioral engagement in 133 public high school classrooms in the Midwest, and 1,584 students in Grades 9-11 reported their subjective engagement. Correlational and hierarchical linear modeling analyses showed 3 results: (a) Autonomy support and structure were positively correlated, (b) autonomy support and structure both predicted students' behavioral engagement, and (c) only autonomy support was a unique predictor of students' self-reported engagement. We discuss, first, how these findings help illuminate the relations between autonomy support and structure as 2 complementary, rather than antagonistic or curvilinear, engagement-fostering aspects of teachers' instructional styles and, second, the somewhat different results obtained for the behavioral versus self-report measures of students' classroom engagement., (C) 2010 by the American Psychological Association},
  file = {/Users/nicolasbressoud/Zotero/storage/T2K7EZYW/jang, reeve, Deci, JEP-2010, autonomy support and structure.pdf},
  journal = {Journal of Educational Psychology},
  keywords = {Autonomy support,Engagement,Self-determination theory,Structure,Teacher behavior},
  number = {3}
}

@book{jellab2018,
  title = {Bienveillance et Bien-\^Etre \`a l'\'ecole: Plaidoyer Pour Une \'Education Humaine et Exigeante},
  author = {Jellab, Aziz and Marsollier, Christophe},
  year = {2018},
  publisher = {{Berger-Levrault}},
  address = {{Boulogne-Billancourt}},
  abstract = {La notion de bienveillance conna\^it aujourd'hui une visibilit\'e croissante, sous l'impulsion des ministres de l'Education nationale, depuis 2012, et gr\^ace aux travaux en sciences humaines et sociales, en psychologie et en neurosciences, notamment autour du fonctionnement du cerveau. Cet ouvrage rel\`eve le d\'efi de d\'epasser l'opposition apparente entre bienveillance et exigence, en montrant le caract\`ere indissociable de ces deux notions. En investissant cette double comp\'etence, l'\'ecole peut se renforcer dans sa capacit\'e \`a doter chaque \'el\`eve de ressources lui permettant de s'ouvrir et d'apprendre de mani\`ere confiante et lucide. Appuy\'e sur des illustrations et des exemples concrets, cet ouvrage collectif est une invitation \`a exprimer en actes la bienveillance au coeur du travail p\'edagogique et didactique. Il propose de nombreux axes de r\'eflexion ainsi que des dispositifs \`a mettre peu \`a peu en place dans les \'etablissements. On peut en citer quelques exemples : un tableau de comportements bienveillants d'un enseignant lors de moments de r\'esistance des \'el\`eves ; des outils favorisant l'expression de la sensibilit\'e des \'el\`eves ; des techniques de renforcement de la r\'esilience et du bien-\^etre des \'el\`eves ainsi que des activit\'es de d\'eveloppement des comp\'etences attentionnelles. [payot.ch]},
  isbn = {978-2-7013-1970-4}
}

@book{jellabBienveillanceBienetreEcole2018,
  title = {{Bienveillance et bien-\^etre \`a l'\'ecole: plaidoyer pour une \'education humaine et exigeante}},
  shorttitle = {{Bienveillance et bien-\^etre \`a l'\'ecole}},
  author = {Jellab, Aziz and Marsollier, Christophe},
  year = {2018},
  publisher = {{Berger-Levrault}},
  address = {{Boulogne-Billancourt}},
  abstract = {La notion de bienveillance conna\^it aujourd'hui une visibilit\'e croissante, sous l'impulsion des ministres de l'Education nationale, depuis 2012, et gr\^ace aux travaux en sciences humaines et sociales, en psychologie et en neurosciences, notamment autour du fonctionnement du cerveau. Cet ouvrage rel\`eve le d\'efi de d\'epasser l'opposition apparente entre bienveillance et exigence, en montrant le caract\`ere indissociable de ces deux notions. En investissant cette double comp\'etence, l'\'ecole peut se renforcer dans sa capacit\'e \`a doter chaque \'el\`eve de ressources lui permettant de s'ouvrir et d'apprendre de mani\`ere confiante et lucide. Appuy\'e sur des illustrations et des exemples concrets, cet ouvrage collectif est une invitation \`a exprimer en actes la bienveillance au coeur du travail p\'edagogique et didactique. Il propose de nombreux axes de r\'eflexion ainsi que des dispositifs \`a mettre peu \`a peu en place dans les \'etablissements. On peut en citer quelques exemples : un tableau de comportements bienveillants d'un enseignant lors de moments de r\'esistance des \'el\`eves ; des outils favorisant l'expression de la sensibilit\'e des \'el\`eves ; des techniques de renforcement de la r\'esilience et du bien-\^etre des \'el\`eves ainsi que des activit\'es de d\'eveloppement des comp\'etences attentionnelles. [payot.ch]},
  annotation = {OCLC: 1041627215},
  isbn = {978-2-7013-1970-4},
  language = {French}
}

@article{jennings2009,
  title = {The {{Prosocial Classroom}}: {{Teacher Social}} and {{Emotional Competence}} in {{Relation}} to {{Student}} and {{Classroom Outcomes}}},
  author = {Jennings, Patricia A. and Greenberg, Mark T.},
  year = {2009},
  month = mar,
  volume = {79},
  pages = {491--525},
  doi = {10.3102/0034654308325693},
  abstract = {The authors propose a model of the prosocial classroom that highlights the importance of teachers' social and emotional competence (SEC) and well-being in the development and maintenance of supportive teacher-student relationships, effective classroom management, and successful social and emotional learning program implementation. This model proposes that these factors contribute to creating a classroom climate that is more conducive to learning and that promotes positive developmental outcomes among students. Furthermore, this article reviews current research suggesting a relationship between SEC and teacher burnout and reviews intervention efforts to support teachers' SEC through stress reduction and mindfulness programs. Finally, the authors propose a research agenda to address the potential efficacy of intervention strategies designed to promote teacher SEC and improved learning outcomes for students.},
  file = {/Users/nicolasbressoud/Zotero/storage/G7TADDRV/Jennings, Greenberg - 2009 - The Prosocial Classroom Teacher Social and Emotional Competence in Relation to Student and Classroom Outcom.pdf},
  journal = {Review of Educational Research},
  number = {1}
}

@article{jennings2013,
  title = {Improving Classroom Learning Environments by {{Cultivating Awareness}} and {{Resilience}} in {{Education}} ({{CARE}}): {{Results}} of a Randomized Controlled Trial.},
  author = {Jennings, Patricia A. and Frank, Jennifer L. and Snowberg, Karin E. and Coccia, Michael A. and Greenberg, Mark T.},
  year = {2013},
  issn = {1939-1560 (Electronic)\textbackslash r1045-3830 (Linking)},
  doi = {10.1037/spq0000035},
  abstract = {Cultivating Awareness and Resilience in Education (CARE for Teachers) is a mindfulness-based professional development program designed to reduce stress and improve teachers' performance and classroom learning environments. A randomized controlled trial examined program efficacy and acceptability among a sample of 50 teachers randomly assigned to CARE or waitlist control condition. Participants completed a battery of self-report measures at pre- and postintervention to assess the impact of the CARE program on general well-being, efficacy, burnout/time pressure, and mindfulness. Participants in the CARE group completed an evaluation of the program after completing the intervention. ANCOVAs were computed between the CARE group and control group for each outcome, and the pretest scores served as a covariate. Participation in the CARE program resulted in significant improvements in teacher wellbeing, efficacy, burnout/time-related stress, and mindfulness compared with controls. Evaluation data showed that teachers viewed CARE as a feasible, acceptable, and effective method for reducing stress and improving performance. Results suggest that the CARE program has promise to support teachers working in challenging settings and consequently improve classroom environments.},
  journal = {School Psychology Quarterly}
}

@article{johnson2008,
  title = {Teacher-Student Relationships Which Promote Resilience at School: {{A}} Micro-Level Analysis of Students' Views},
  author = {Johnson, Bruce},
  year = {2008},
  month = nov,
  volume = {36},
  pages = {385--398},
  doi = {10.1080/03069880802364528},
  abstract = {This paper draws on qualitative data from an Australian longitudinal study begun in 1997 and completed in 2005. It identifies the ordinary, everyday, relational, 'little things' that teachers do to nurture and promote their students' resilience at school. It briefly uses Giddens' structuration theory to justify the study of micro-level relationships between teachers and students. It uses the voices of students to show how everyday life at school is the source of significant resilience promoting influences. In doing so, this paper demonstrates why local activities and relationships matter - because they have the potential to reinforce traditional school structures and processes, or to transform them to better support student resilience.},
  file = {/Users/nicolasbressoud/Zotero/storage/YXGBS4ZH/Johnson - 2008 - Teacher-student relationships which promote resilience at school A micro-level analysis of students' views.pdf},
  journal = {British Journal of Guidance and Counselling},
  keywords = {Giddens' structuration theory,Resilience,Student-teacher relationship},
  number = {4}
}

@article{jones2015,
  title = {Early Social-Emotional Functioning and Public Health: {{The}} Relationship between Kindergarten Social Competence and Future Wellness},
  author = {Jones, Damon E. and Greenberg, Mark and Crowley, Max},
  year = {2015},
  volume = {105},
  pages = {2283--2290},
  issn = {0090-0036},
  doi = {10.2105/AJPH.2015.302630},
  abstract = {Objectives. We examined whether kindergarten teachers' ratings of children's prosocial skills, an indicator of noncognitive ability at school entry, predict key adolescent and adult outcomes. Our goal was to determine unique associations over and above other important child, family, and contextual characteristics. Methods. Data came from the Fast Track study of low\textendash socioeconomic status neighborhoods in 3 cities and 1 rural setting. We assessed associations between measured outcomes in kindergarten and outcomes 13 to 19 years later (1991\textendash 2000). Models included numerous control variables representing characteristics of the child, family, and context, enabling us to explore the unique contributions among predictors. Results. We found statistically significant associations between measured social-emotional skills in kindergarten and key young adult outcomes across multiple domains of education, employment, criminal activity, substance use, and mental health. Conclusions. A kindergarten measure of social-emotional skills may be useful for assessing whether children are at risk for deficits in noncognitive skills later in life and, thus, help identify those in need of early intervention. These results demonstrate the relevance of noncognitive skills in development for personal and public health outcomes. (Am J Public Health. Published online ahead of print July 16, 2015: e1\textendash e8. doi:10.2105/AJPH.2015.302630) Read More: http://ajph.aphapublications.org/doi/abs/10.2105/AJPH.2015.302630},
  journal = {American Journal of Public Health},
  number = {11}
}

@book{jones2019,
  title = {Retrieval Practice: Research \& Resources for Every Classroom},
  shorttitle = {Retrieval Practice},
  author = {Jones, Kate},
  year = {2019},
  abstract = {"A practical book combining educational research with examples of how retrieval practice can work inside and outside of the classroom."--Provided by publisher.},
  annotation = {OCLC: 1112889250},
  isbn = {978-1-912906-58-1},
  language = {English}
}

@article{judd2012,
  title = {Treating {{Stimuli}} as a {{Random Factor}} in {{Social Psychology}}: {{A New}} and {{Comprehensive Solution}} to a {{Pervasive}} but {{Largely Ignored Problem}}},
  author = {Judd, Charles M and Westfall, Jacob and Kenny, David A},
  year = {2012},
  volume = {103},
  pages = {54--69},
  abstract = {Throughout social and cognitive psychology, participants are routinely asked to respond in some way to experimental stimuli that are thought to represent categories of theoretical interest. For instance, in measures of implicit attitudes, participants are primed with pictures of specific African American and White stimulus persons sampled in some way from possible stimuli that might have been used. Yet seldom is the sampling of stimuli taken into account in the analysis of the resulting data, in spite of numerous warnings about the perils of ignoring stimulus variation (Clark, 1973; Kenny, 1985; Wells \& Windschitl, 1999). Part of this failure to attend to stimulus variation is due to the demands imposed by traditional analysis of variance procedures for the analysis of data when both participants and stimuli are treated as random factors. In this article, we present a comprehensive solution using mixed models for the analysis of data with crossed random factors (e.g., participants and stimuli). We show the substantial biases inherent in analyses that ignore one or the other of the random factors, and we illustrate the substantial advantages of the mixed models approach with both hypothetical and actual, well-known data sets in social psychology (Bem, 2011; Blair, Chapleau, \& Judd, 2005; Correll, Park, Judd, \& Wittenbrink, 2002).},
  file = {/Users/nicolasbressoud/Zotero/storage/4L3U4QX2/Judd et al. - Treating Stimuli as a Random Factor in Social Psyc.pdf},
  journal = {Journal of Personality and Social Psychology},
  language = {en},
  number = {1}
}

@book{kahneman2015,
  title = {Syst\`eme 1, Syst\`eme 2: Les Deux Vitesses de La Pens\'ee},
  author = {Kahneman, Daniel},
  year = {2015},
  publisher = {{Flammarion}},
  address = {{Paris}},
  isbn = {978-2-08-121147-6}
}

@book{kahnemanSystemeSystemeDeux2015,
  title = {{Syst\`eme 1, syst\`eme 2: les deux vitesses de la pens\'ee}},
  shorttitle = {{Syst\`eme 1, syst\`eme 2}},
  author = {Kahneman, Daniel},
  year = {2015},
  publisher = {{Flammarion}},
  address = {{Paris}},
  annotation = {OCLC: 994769703},
  isbn = {978-2-08-121147-6},
  language = {French}
}

@book{kalubi2017,
  title = {{Vers une \'ecole inclusive: regards crois\'es sur les d\'efis actuels}},
  shorttitle = {{Vers une \'ecole inclusive}},
  editor = {Kalubi, Jean-Claude and Angelucci, Val{\'e}rie and Gremion, Lise and Ramelli, Serge},
  year = {2017},
  publisher = {{Les Presses de l'Universit\'e d'Ottawa}},
  address = {{Ottawa}},
  abstract = {"Depuis la D\'eclaration de l'\'Education pour tous (1990) et la signature de la D\'eclaration de Salamanque (1994), de nombreux pays d\'emocratiques ont privil\'egi\'e et favoris\'e, par la r\'evision de leurs l\'egislations, des finalit\'es \'educatives, dont l'\'ecole inclusive. Selon les pays et les contextes locaux, de nouvelles prescriptions l\'egales laissent place \`a une vari\'et\'e de mod\`eles d'int\'egration scolaire qui oscillent entre des mesures encore fortement s\'eparatives (avec une pr\'esence ponctuelle dans l'\'ecole ou la classe ordinaire) et des formes plus abouties d'inclusion scolaire. Ces prescriptions orientent le projet de l'\'ecole vers une meilleure prise en compte de la diversit\'e au sein de la classe et soutiennent, de fa\c{c}on plus ou moins contraignante, l'objectif de scolariser tous les \'el\`eves, ind\'ependamment de leurs particularit\'es. Or, les processus de marginalisation sont toujours \`a l'oeuvre. C'est pourquoi les chercheurs et professionnels de l'\'education contribuant \`a ce volume se penchent sur les raisons qui retardent ou d\'etournent l'ambition d'une \'ecole pour tous. Ils mettent \'egalement en \'evidence l'importance des acteurs et des pratiques qui permettent de cheminer de l'int\'egration \`a l'inclusion scolaire et sociale."--},
  annotation = {OCLC: ocn970405798},
  isbn = {978-2-7603-2453-4 978-2-7603-2454-1 978-2-7603-2455-8 978-2-7603-2456-5},
  language = {fre},
  series = {{\'Education}}
}

@book{karsentiRechercheEducationEtapes2018,
  title = {{La recherche en \'education: \'etapes et approches}},
  shorttitle = {{La recherche en \'education}},
  author = {Karsenti, Thierry and {Savoie-Zajc}, Lorraine},
  year = {2018},
  abstract = {"Cet ouvrage constitue une introduction g\'en\'erale essentielle aux m\'ethodes de recherche en \'education et un outil de r\'ef\'erence incontournable, tant pour le praticien que pour l'\'etudiant-chercheur, qu'il soit au baccalaur\'eat, \`a la ma\^itrise ou au doctorat. Tout comme dans les \'editions pr\'ec\'edentes, les th\`emes retenus r\'epondent \`a des besoins vari\'es et sont structur\'es de fa\c{c}on \`a ce que le lecteur trouve facilement son chemin \`a travers les nombreuses perspectives adopt\'ees par les auteurs, qui accordent une attention particuli\`ere aux enjeux d'ordre \'epist\'emologique et \'ethique - au c\oe ur de toute d\'emarche de recherche. Le lecteur sera amen\'e \`a d\'ecouvrir la fascinante aventure de la recherche en \'education, ainsi que les d\'efis qu'elle contient, dont celui - fondamental - de faciliter une plus grande collaboration entre praticiens et chercheurs. Cette quatri\`eme \'edition comprend un nouveau chapitre sur la recherche ethnographique ainsi que sur l'analyse des donn\'ees qualitatives." [Source : 4e de couv.].},
  annotation = {OCLC: 1066222754},
  isbn = {978-2-7606-3932-4},
  language = {French}
}

@article{kennedy2014,
  title = {Using {{Evidence}}-{{Based Multimedia}} to {{Improve Vocabulary Performance}} of {{Adolescents With LD}}: {{A UDL Approach}}},
  shorttitle = {Using {{Evidence}}-{{Based Multimedia}} to {{Improve Vocabulary Performance}} of {{Adolescents With LD}}},
  author = {Kennedy, Michael J. and Thomas, Cathy Newman and Meyer, J. Patrick and Alves, Kat D. and Lloyd, John Wills},
  year = {2014},
  month = may,
  volume = {37},
  pages = {71--86},
  issn = {0731-9487, 2168-376X},
  doi = {10.1177/0731948713507262},
  abstract = {Universal Design for Learning (UDL) is a framework that is commonly used for guiding the construction and delivery of instruction intended to support all students. In this study, we used a related model to guide creation of a multimedia-based instructional tool called content acquisition podcasts (CAPs). CAPs delivered vocabulary instruction during two concurrent social studies units to 32 SWD and 109 students without disabilities. We created CAPs using a combination of evidencebased practices for vocabulary instruction, UDL, and Mayer's instructional design principles. High school students with and without learning disabilities completed weekly curriculum-based measurement (CBM) probes (vocabulary matching) over an 8-week period along with two corresponding posttests. Students were nested within sections of world history and randomly assigned to alternating treatments (CAPs and business as usual) that were administered sequentially to each group. Results revealed that students with and without disabilities made significant growth on CBMs and scored significantly higher on the posttests when taught using CAPs.},
  file = {/Users/nicolasbressoud/Zotero/storage/7LALKFSG/Kennedy et al. - 2014 - Using Evidence-Based Multimedia to Improve Vocabul.pdf},
  journal = {Learning Disability Quarterly},
  language = {en},
  number = {2}
}

@article{keyes2007,
  title = {Promoting and Protecting Mental Health as Flourishing: {{A}} Complementary Strategy for Improving National Mental Health.},
  author = {Keyes, Corey L. M.},
  year = {2007},
  volume = {62},
  pages = {95--108},
  issn = {0003-066X (Print)\textbackslash r0003-066X (Linking)},
  doi = {10.1037/0003-066X.62.2.95},
  abstract = {This article summarizes the conception and diagnosis of the mental health continuum, the findings supporting the two continua model of mental health and illness, and the benefits of flourishing to individuals and society. Completely mentally healthy adults--individuals free of a 12-month mental disorder and flourishing--reported the fewest missed days of work, the fewest half-day or greater work cutbacks, the healthiest psychosocial functioning (i.e., low helplessness, clear goals in life, high resilience, and high intimacy), the lowest risk of cardiovascular disease, the lowest number of chronic physical diseases with age, the fewest health limitations of activities of daily living, and lower health care utilization. However, the prevalence of flourishing is barely 20\% in the adult population, indicating the need for a national program on mental health promotion to complement ongoing efforts to prevent and treat mental illness. Findings reveal a Black advantage in mental health as flourishing and no gender disparity in flourishing among Whites.},
  journal = {American Psychologist},
  keywords = {as a goal of,cently declared cure therapeutics,flourishing,he national institute of,its,jective well-being,mental health,mental illness,nimh,race and ethnicity,re-,sub-},
  number = {2}
}

@article{keyes2010,
  title = {Change in Level of Positive Mental Health as a Predictor of Future Risk of Mental {{Illness}}},
  author = {Keyes, Corey L M and Dhingra, Satvinder S. and Simoes, Eduardo J.},
  year = {2010},
  volume = {100},
  pages = {2366--2371},
  issn = {00900036},
  doi = {10.2105/AJPH.2010.192245},
  abstract = {OBJECTIVES We sought to describe the prevalence of mental health and illness, the stability of both diagnoses over time, and whether changes in mental health level predicted mental illness in a cohort group. METHODS In 2009, we analyzed data from the 1995 and 2005 Midlife in the United States cross-sectional surveys (n = 1723), which measured positive mental health and 12-month mental disorders of major depressive episode, panic, and generalized anxiety disorders. RESULTS Population prevalence of any of 3 mental disorders and levels of mental health appeared stable but were dynamic at the individual level. Fifty-two percent of the 17.5\% of respondents with any mental illness in 2005 were new cases; one half of those languishing in 1995 improved in 2005, and one half of those flourishing in 1995 declined in 2005. Change in mental health was strongly predictive of prevalence and incidence (operationalized as a new, not necessarily a first, episode) of mental illness in 2005. CONCLUSIONS Gains in mental health predicted declines in mental illness, supporting the call for public mental health promotion; losses of mental health predicted increases in mental illness, supporting the call for public mental health protection.},
  journal = {American Journal of Public Health},
  number = {12}
}

@article{kiken2017,
  title = {Being {{Present}} and {{Enjoying It}}: {{Dispositional Mindfulness}} and {{Savoring}} the {{Moment Are Distinct}}, {{Interactive Predictors}} of {{Positive Emotions}} and {{Psychological Health}}},
  author = {Kiken, Laura G. and Lundberg, Kristjen B. and Fredrickson, Barbara L.},
  year = {2017},
  volume = {8},
  pages = {1280--1290},
  issn = {1868-8535},
  doi = {10.1007/s12671-017-0704-3},
  abstract = {Mindfulness and savoring the moment both involve presently occurring experiences. However, these scientific constructs are distinct and may play complementary roles when predicting day-to-day positive emotions. Therefore, we examined the unique and interactive roles of dispositional mindfulness and perceived ability to savor the moment for predicting daily positive emotions as well as related psychological health benefits. Participants completed a 9-week longitudinal field study. At baseline, dispositional mindfulness and perceived ability to savor the moment were assessed, along with three indicators of psychological health: depressive symptoms, psychological well-being, and life satisfaction. Each day for the subsequent 9 weeks, participants reported on their emotions. At the end of the study, participants again completed the three psychological health measures. Results showed that baseline dispositional mindfulness and perceived ability to savor the moment interacted to predict mean positive emotion levels over the reporting period and, in turn, residualized changes in psychological health. Specifically, the relation between perceived ability to savor the moment and positive emotions and, in turn, residualized change in psychological health indicators was amplified at greater levels of mindfulness and fell to non-significance at lower levels of mindfulness. Dispositional mindfulness only predicted positive emotions and, in turn, residualized changes in psychological health, for those very high in perceived ability to savor the moment. This research provides preliminary evidence that dispositional mindfulness and perceived ability to savor the moment, though related constructs, may serve unique and synergistic roles in predicting benefits for and through positive emotions.},
  journal = {Mindfulness},
  keywords = {Emotion,Health,Mindfulness,Positive,Savoring},
  number = {5}
}

@article{killham2003,
  title = {Employee {{Engagement}} , {{Satisfaction}} , and {{Business}}-{{Unit}}-{{Level Outcomes}} : {{Prepared}} By},
  author = {a Killham, Emily},
  year = {2003},
  pages = {1--54},
  doi = {10.1037//0021-9010.87.2.268},
  abstract = {The quality of an organizations human resources is perhaps the leading indicator of its growth and sustainability. The attainment of a workplace with high-caliber employees starts with the selection of the right people for the right jobs. Numerous studies have documented the utility of valid selection instruments and systems in the selection of the right people (Hunter \& Schmidt, 1983; Huselid, 1995; Schmidt, Hunter, McKenzie, \& Muldrow, 1979; Schmidt \& Rader, 1999). After employees have been selected, they make decisions and take actions every day that impact the success of their organizations. Many of these decisions and actions are influenced by their own internal motivations and drives. One can also hypothesize that the way employees are treated and the way they treat one another can positively affect their actions or can place their organizations at risk. For example, researchers have found positive relationships between general workplace attitudes and service intentions, customer perceptions (Schmit \& Allscheid, 1995), and individual performance outcomes (Iaffaldano \& Muchinsky, 1985). An updated meta- analysis has revealed a substantial relationship between individual job satisfaction and individual performance (Judge, Thoresen, Bono, \& Patton, 2001). Questions about the direction of causality in relationships between job satisfaction and performance have not been completely resolved, however. To date, the vast majority of job satisfaction research and subsequent meta-analyses have collected and studied data at the individual employee level.},
  journal = {Gallup},
  number = {July}
}

@article{kinderman2005,
  title = {A Psychological Model of Mental Disorder},
  author = {Kinderman, Peter},
  year = {2005},
  volume = {13},
  pages = {206--217},
  issn = {1067-3229},
  doi = {10.1080/10673220500243349},
  abstract = {A coherent conceptualization of the role of psychological factors is of great importance in understanding mental disorder. Academic articles and professional reports alluding to psychological models of the etiology of mental disorder are becoming increasingly common, and there is evidence of a marked policy shift toward the provision of psychological therapies and interventions. This article discusses the relationship between biological, social, and psychological factors in the causation and treatment of mental disorder. It argues that simple biological reductionism is not scientifically justified, and also that the specific role of psychological processes within the biopsychosocial model requires further elaboration. The biopsychosocial model is usually interpreted as implying that biological, psychological, and social factors are co-equal partners in the etiology of mental disorder. The psychological model of mental disorder presented here suggests that disruption or dysfunction in psychological processes is a final common pathway in the development of mental disorder. These processes include, but are not limited to, cognitive processes. The model proposes that biological and social factors, together with a person's individual experiences, lead to mental disorder through their conjoint effects on those psychological processes. Implications for research, interventions, and policy are discussed.},
  journal = {Harvard Review of Psychiatry},
  keywords = {Biological reductionism,Biopsychosocial model,Psychological processes},
  number = {4}
}

@article{kinderman2007,
  title = {Empirically Grounded Clinical Interventions: {{Clinical}} Implications of a Psychological Model of Mental Disorder},
  author = {Kinderman, Peter and Tai, Sara},
  year = {2007},
  volume = {35},
  pages = {1--14},
  issn = {1352-4658},
  doi = {10.1017/S1352465806003274},
  abstract = {Kinderman (2005) presented a psychological model of mental disorder, based on a critique and reformulation of the biopsychosocial model. Kinderman suggested that disruption or dysfunction in psychological processes is a final common pathway in the development of mental disorder. These processes include, but are not limited to, cognitive processes. This mediating psychological processes model proposes that biological and environmental factors, together with a persons personal experiences, lead to mental disorder through their conjoint effects on these psychological processes. The clinical implications of this model are discussed further here. It is proposed that formulations rather than diagnoses should predominate clinical planning, that these formulations should detail the hypothesised disruption to psychological processes or mechanisms, that psychological therapies should receive higher priority, and that medical, social and even psychological interventions are most likely to be clinically effective if they are designed on the basis of their likely beneficial impact on underlying psychological mechanisms.},
  journal = {Behavioural and Cognitive Psychotherapy},
  keywords = {Biopsychosocial model,Psychological interventions,Psychological processes},
  number = {1}
}

@article{kinderman2013,
  title = {Psychological {{Processes Mediate}} the {{Impact}} of {{Familial Risk}}, {{Social Circumstances}} and {{Life Events}} on {{Mental Health}}},
  author = {Kinderman, Peter and Schwannauer, Matthias and Pontin, Eleanor and Tai, Sara},
  year = {2013},
  volume = {8},
  pages = {1--8},
  issn = {1932-6203},
  doi = {10.1371/journal.pone.0076564},
  abstract = {BACKGROUND Despite widespread acceptance of the 'biopsychosocial model', the aetiology of mental health problems has provoked debate amongst researchers and practitioners for decades. The role of psychological factors in the development of mental health problems remains particularly contentious, and to date there has not been a large enough dataset to conduct the necessary multivariate analysis of whether psychological factors influence, or are influenced by, mental health. This study reports on the first empirical, multivariate, test of the relationships between the key elements of the biospychosocial model of mental ill-health. METHODS AND FINDINGS Participants were 32,827 (age 18-85 years) self-selected respondents from the general population who completed an open-access online battery of questionnaires hosted by the BBC. An initial confirmatory factor analysis was performed to assess the adequacy of the proposed factor structure and the relationships between latent and measured variables. The predictive path model was then tested whereby the latent variables of psychological processes were positioned as mediating between the causal latent variables (biological, social and circumstantial) and the outcome latent variables of mental health problems and well-being. This revealed an excellent fit to the data, S-B {$\chi$}(2) (3199, N = 23,397) = 126654.8, p{$<$}.001; RCFI = .97; RMSEA = .04 (.038-.039). As hypothesised, a family history of mental health difficulties, social deprivation, and traumatic or abusive life-experiences all strongly predicted higher levels of anxiety and depression. However, these relationships were strongly mediated by psychological processes; specifically lack of adaptive coping, rumination and self-blame. CONCLUSION These results support a significant revision of the biopsychosocial model, as psychological processes determine the causal impact of biological, social, and circumstantial risk factors on mental health. This has clear implications for policy, education and clinical practice as psychological processes such as rumination and self-blame are amenable to evidence-based psychological therapies.},
  journal = {PLoS ONE},
  number = {10}
}

@article{kirschner,
  title = {Why {{Minimal Guidance During Instruction Does Not Work}}: {{An Analysis}} of the {{Failure}} of {{Constructivist}}, {{Discovery}}, {{Problem}}-{{Based}}, {{Experiential}}, and {{Inquiry}}-{{Based Teaching}}},
  author = {Kirschner, Paul A and Sweller, John and Clark, Richard E},
  abstract = {Evidence for the superiority of guided instruction is explained in the context of our knowledge of human cognitive architecture, expert\textendash novice differences, and cognitive load. Although un-guided or minimally guided instructional approaches are very popular and intuitively appeal-ing, the point is made that these approaches ignore both the structures that constitute human cognitive architecture and evidence from empirical studies over the past half-century that con-sistently indicate that minimally guided instruction is less effective and less efficient than in-structional approaches that place a strong emphasis on guidance of the student learning pro-cess. The advantage of guidance begins to recede only when learners have sufficiently high prior knowledge to provide " internal " guidance. Recent developments in instructional research and instructional design models that support guidance during instruction are briefly described.}
}

@article{kirschner2018,
  title = {From {{Cognitive Load Theory}} to {{Collaborative Cognitive Load Theory}}},
  author = {Kirschner, Paul A. and Sweller, John and Kirschner, Femke and Zambrano, Jimmy R.},
  year = {2018},
  issn = {0145-6008 (Print)\textbackslash n0145-6008 (Linking)},
  doi = {10.1007/s11412-018-9277-y},
  abstract = {Cognitive load theory has traditionally been associated with individual learning. Based on evolutionary educational psychology and our knowledge of human cognition, particularly the relations between working memory and long-term memory, the theory has been used to generate a variety of instructional effects. Though these instructional effects also influence the efficiency and effectiveness of collaborative learning, be it computer supported or face-to-face, they are often not considered either when designing collaborative learning situations/environments or researching collaborative learning. One reason for this omission is that cognitive load theory has only sporadically concerned itself with certain particulars of collaborative learning such as the concept of a collective working memory when collaborating along with issues associated with transactive activities and their concomitant costs which are inherent to collaboration. We illustrate how and why cognitive load theory, by adding these concepts, can throw light on collaborative learning and generate principles specific to the design and study of collaborative learning.},
  file = {/Users/nicolasbressoud/Zotero/storage/DZDC6LYS/Kirschner et al. - 2018 - From Cognitive Load Theory to Collaborative Cognitive Load Theory.pdf},
  journal = {International Journal of Computer-Supported Collaborative Learning},
  keywords = {Cognitive load,Collaborative cognitive load theory,Collaborative learning,Computer supported collaborative learning,Transactive activities}
}

@article{kiuru2012,
  title = {Teacher-Perceived Supportive Classroom Climate Protects against Detrimental Impact of Reading Disability Risk on Peer Rejection},
  author = {Kiuru, Noona and Poikkeus, Anna Maija and Lerkkanen, Marja Kristiina and Pakarinen, Eija and Siekkinen, Martti and Ahonen, Timo and Nurmi, Jari Erik},
  year = {2012},
  volume = {22},
  pages = {331--339},
  issn = {0959-4752},
  doi = {10.1016/j.learninstruc.2011.12.003},
  abstract = {This study examined the role of a supportive classroom climate, class size, and length of teaching experience as protective factors against children's peer rejection. A total of 376 children were assessed in kindergarten for risk for reading disabilities (RD) and rated by their teachers on socially withdrawn and disruptive behaviors. The grade 1 measures included sociometric peer assessment and teachers' self-ratings of their supportiveness in the classroom, together with information on class size and teaching experience. The results showed, first, that the studied social and learning risk factors positively predicted peer rejection in grade 1. Moreover, teacher-reported supportive classroom climate in grade 1 protected children against the detrimental impact of RD risk on peer rejection. Smaller class size, in turn, served as a protective factor against the detrimental impact of social withdrawal on peer rejection. Finally, shorter teaching experience protected against both social and learning risk factors. ?? 2011 Elsevier Ltd.},
  journal = {Learning and Instruction},
  keywords = {Classroom climate,Classroom factors,Peer rejection,Reading disability (RD),Social skills},
  number = {5}
}

@article{kiuru2015,
  title = {Positive {{Teacher}} and {{Peer Relations Combine}} to {{Predict Primary School Students}}' {{Academic Skill Development}}},
  author = {Kiuru, Noona and Aunola, Kaisa and Lerkkanen, Marja-Kristiina and Pakarinen, Eija and Poskiparta, Elisa and Ahonen, Timo and Poikkeus, Anna-Maija and Nurmi, Jari-Erik},
  year = {2015},
  volume = {51},
  pages = {434--446},
  issn = {0012-1649},
  doi = {10.1037/a0038911},
  abstract = {This study examined cross-lagged associations between positive teacher\textbackslash nand peer relations and academic skill development. Reading and math\textbackslash nskills were tested among 625 students in kindergarten and Grade 4.\textbackslash nTeacher reports of positive affect toward each student and classmate\textbackslash nreports of peer acceptance were gathered in Grades 1-3. The results\textbackslash nshowed, first, that positive teacher affect toward the student and peer\textbackslash nacceptance were reciprocally associated: Positive teacher affect\textbackslash npredicted higher peer acceptance, and higher peer acceptance predicted a\textbackslash nhigher level of positive teacher affect. Second, the effect of positive\textbackslash nteacher affect on academic skill development was partly mediated via\textbackslash npeer acceptance, while the effect of early academic skills on peer\textbackslash nacceptance was partly mediated via positive teacher affect. The results\textbackslash nsuggest that a warm and supportive teacher can increase a student's peer\textbackslash nacceptance, which, in turn, is positively associated with learning\textbackslash noutcomes.},
  journal = {Developmental Psychology},
  keywords = {academic,and classmates come to,children,longitudinal study,on entry to primary,peer acceptance,peer relations,play an increasingly important,positive teacher affect,role in their,s interactions with teachers,school,skill development,student relation,teacher},
  number = {4}
}

@article{klute2017,
  title = {Formative Assessment and Elementary School Student Academic Achievement: {{A}} Review of the Evidence {{Key}} Findings},
  author = {Klute, Mary and Apthorp, Helen and Harlacher, Jason and Reale, Marianne and Research, Marzano},
  year = {2017},
  abstract = {Formative assessment is a process that engages teachers and students in gathering, interpreting, and using evidence about what and how students are learning. This review identifies rigorous studies of the effectiveness of formative assessment on elementary school student achievement. Results of the review indicate that: \textbullet{} Overall, formative assessment had a positive effect on student academic achievement. On average across the studies, students who participated in formative assessment performed better on measures of academic achievement than those who did not. \textbullet{} Formative assessment used during math instruction had larger effects, on average, than did formative assessment used during reading and writing instruction. \textbullet{} For math, both student-directed formative assessment and formative assessment directed by other agents, such as an educator or a computer program, were effective. \textbullet{} For reading, other-directed formative assessment was more effective than student-directed formative assessment.}
}

@article{koehler1998,
  title = {Regulated {{Randomization}}: {{A Potentially Sharper Analytical Tool}} for the {{Multiple}}-{{Baseline Design}}},
  author = {Koehler, Matthew J. and Levin, Joel R.},
  year = {1998},
  volume = {3},
  pages = {206--217},
  issn = {1082-989X 1939-1463},
  doi = {10.1037/1082-989X.3.2.206},
  abstract = {A dual-randomization procedure, regulated randomization, is proposed for behavioral and educational interventions that incorporate the logic of single-case multiple-baseline designs. The new approach is sharper conceptually and methodologically than previously developed approaches in that regulated randomization maintains the basic integrity of the multiple-baseline design (namely, the systematically staggered introduction of the intervention across the experimental units) while being statistically practicable with fewer units (N {$<$} 4). Moreover, previously suggested nonparametric analyses of multiple-baseline data can be subsumed by a general regulated randomization formula. The regulated randomization approach provides researchers with a flexible analytic tool that can take into account specific substantive, methodological, and statistical trade-offs. ((c) 1999 APA/PsycINFO, all rights reserved)(journal abstract)},
  file = {/Users/nicolasbressoud/Zotero/storage/5P9UCPGE/Regulated_Randomization_A_Potentially_Sharper_Anal.pdf},
  journal = {Psychological Methods},
  number = {2}
}

@article{koestner1984,
  title = {Setting Limits on Children's Behavior: {{The}} Differential Effects of Controlling vs. Informational Styles on Intrinsic Motivation and Creativity},
  author = {Koestner, Richard and Ryan, Richard M. and Bernieri, Frank and Holt, Kathleen},
  year = {1984},
  volume = {52},
  pages = {233--248},
  issn = {1467-6494},
  doi = {10.1111/j.1467-6494.1984.tb00879.x},
  abstract = {The imposition of external constraints on an activity has frequently been shown to undermine intrinsic motivation. Given that limits must often be set upon peoples' activities, especially in parenting and education, the present study addressed the question of whether limits can be set without undermining intrinsic motivation for the activity being limited. Using cognitive evaluation theory, contrasting limit setting styles of either a controlling or informational nature, or no limits, were placed upon forty-four first- and second-grade children engaged in a painting activity. The intrinsic motivation, enjoyment, creativity, and quality of artistic production were expected to be decreased by controlling limits relative to informational and no-limits, which were not expected to differ from each other. The results provided substantial support for these predictions, suggesting that limits can be set without undermining intrinsic motivation if they are informational in nature. Support was also found for the consensual assessment of creativity method recently developed by Amabile (1982a). Results of the study are discussed along with the general relation between creativity and intrinsic motivation.},
  journal = {Journal of Personality},
  number = {3}
}

@article{kohler-evans2019,
  title = {Universal {{Design}} for {{Learning}} in the {{University Classroom}}},
  author = {{Kohler-Evans}, Patricia and Rutledge, Chayla D. and Barnes, Candice Dowd},
  year = {2019},
  month = feb,
  volume = {4},
  pages = {38},
  issn = {2380-9205, 2380-9183},
  doi = {10.5430/irhe.v4n1p38},
  abstract = {Universal Design for Learning (UDL) is based on the architecture and industrial design paradigm, universal design. The UDL framework provides guidelines for teachers when they create, instruct, and assess the delivery of content. Based on three underlying principles: multiple means of representation, action and expression, and engagement, UDL targets the needs of every learner in the classroom. Although much has been written about UDL in the K-12 classroom, the principles apply equally to higher education. Most faculty are well versed in the delivery of content through a traditional lecture format, yet few consider applying UDL principles. It is not enough that an instructor provide knowledge. He or she must also ensure that critical content is accessible to all students entering the university classroom. Faculty members recognized for their excellence in teaching include teaching strategies that are aligned to UDL principles. These strategies include creation of positive learning environments, use of humor, active engagement vs passive engagement, and explicit structure. The primary purpose of the article is threefold: to discuss the importance of using a UDL approach in higher education, to help faculty begin using a UDL approach through professional development, and sharing strategies for students in the higher education classroom. Recommendations are made for providing professional development to faculty to increase their use of universal design for learning principles with questions for consideration. Additional recommendations are made for teaching students through the UDL lens. By using a UDL framework, all students have access to curriculum in ways meaningful to each individual.},
  file = {/Users/nicolasbressoud/Zotero/storage/VQY93YXT/Kohler-Evans et al. - 2019 - Universal Design for Learning in the University Cl.pdf},
  journal = {International Research in Higher Education},
  language = {en},
  number = {1}
}

@article{korpershoek2016,
  title = {A {{Meta}}-{{Analysis}} of the {{Effects}} of {{Classroom Management Strategies}} and {{Classroom Management Programs}} on {{Students Academic}}, {{Behavioral}}, {{Emotional}}, and {{Motivational Outcomes}}},
  author = {Korpershoek, H. and Harms, T. and {de Boer}, H. and {van Kuijk}, M. and Doolaard, S.},
  year = {2016},
  volume = {86},
  pages = {643--680},
  issn = {0034-6543, 1935-1046},
  doi = {10.3102/0034654315626799},
  abstract = {This meta-analysis examined which classroom management strategies and programs enhanced students academic, behavioral, social-emotional, and motivational outcomes in primary education. The analysis included 54 random and nonrandom controlled intervention studies published in the past decade (2003-2013). Results showed small but significant effects (average g = 0.22) on all outcomes, except for motivational outcomes. Programs were coded for the presence/absence of four categories of strategies: focusing on the teacher, on student behavior, on students social-emotional development, and on teacher-student relationships. Focusing on the students social-emotional development appeared to have the largest contribution to the interventions effectiveness, in particular on the social-emotional outcomes. Moreover, we found a tentative result that students academic outcomes benefitted from teacher-focused programs.},
  journal = {Review of Educational Research},
  number = {3}
}

@book{kotsou2018,
  title = {La Pleine Conscience \`a l'\'ecole: De 5 Ans \`a 12 Ans.},
  author = {Kotsou, Ilios},
  year = {2018},
  publisher = {{De Boeck}},
  address = {{Wommelgem}},
  isbn = {978-2-8041-9744-5}
}

@book{kotsouPleineConscienceEcole2018,
  title = {{La pleine conscience \`a l'\'ecole: de 5 ans \`a 12 ans.}},
  shorttitle = {{La pleine conscience \`a l'\'ecole}},
  author = {Kotsou, Ilios},
  year = {2018},
  publisher = {{De Boeck}},
  address = {{Wommelgem}},
  annotation = {OCLC: 1053832647},
  isbn = {978-2-8041-9744-5},
  language = {French}
}

@book{kratochwill2014,
  title = {Single-Case Intervention Research: Methodological and Statistical Advances},
  editor = {Kratochwill, Thomas R and Levin, Joel R},
  year = {2014},
  publisher = {{American Psychological Association}},
  address = {{Washington, DC}},
  isbn = {978-1-4338-1751-9},
  keywords = {Single subject research}
}

@book{kratochwillSinglecaseInterventionResearch2014,
  title = {Single-Case Intervention Research: Methodological and Statistical Advances},
  shorttitle = {Single-Case Intervention Research},
  editor = {Kratochwill, Thomas R. and Levin, Joel R.},
  year = {2014},
  publisher = {{American Psychological Association}},
  address = {{Washington, DC}},
  isbn = {978-1-4338-1751-9},
  keywords = {Single subject research},
  lccn = {BF76.6.S56 S555 2014}
}

@article{kristjansson2012,
  title = {Positive Psychology and Positive Education: {{Old}} Wine in New Bottles?},
  author = {Kristj{\'a}nsson, Kristj{\'a}n},
  year = {2012},
  volume = {47},
  issn = {0046-1520\textbackslash r1532-6985},
  doi = {10.1080/00461520.2011.610678},
  abstract = {The recently fashionable theories of positive psychology have educational ramifications at virtually every level of engagement, culminating in the model of positive education. In this critical review, I scrutinize positive education as a potential theory in educational psychology. Special attention is given to conceptual controversies and suggested educational interventions. Positive psychologists have yet to explore in detail the school as a positive institution. They have written at length, however, about such positive personal traits as moral virtue and resiliency, and about positive emotions both as embodied in experiences of classroom ``flow'' and as facilitators of students' personal resources. Because the empirical evidence concerning these positive factors remains partly mixed or tentative, and because most of them had a home in other theoretical frameworks before the advent of positive psychology, searching questions remain about the effectiveness and originality of positive education. This article addresses some of those questions.},
  journal = {Educational Psychologist},
  number = {2}
}

@book{kurtz2008,
  title = {Review of {{Savoring}}: {{A}} New Model of Positive Experience},
  author = {Kurtz, Jaime L},
  year = {2008},
  volume = {3},
  abstract = {Reviews the book, Savoring: A new model of positive experience by F. B. Bryant and J. Veroff (see record 2006-11872-000). The authors provide a solid foundation for studying this important process and will inspire much research in the fields of social, personality, clinical, and health psychology. Early in the book, the authors propose a model to aid in understanding the broad concept of savoring and, importantly, they offer several validated measures, with instructions for scoring. Through a combination of empirical research reports and vivid anecdotes, the authors establish savoring as both a means of enhancing everyday life and as an important field of inquiry that is only beginning to be understood. This book is a must-read for those in the field of positive psychology. As is often the case with a new field of research, the authors raise as many questions as they answer. The questions raised are the best kind: provocative, empirically testable, timely, and rich with practical applications. (PsycINFO Database Record (c) 2008 APA, all rights reserved).},
  isbn = {1743-9760\textbackslash r1743-9779},
  keywords = {*Gratitude,*Life Experiences,Human,Personality Traits \& Processes [3120].}
}

@article{lacroix2018,
  title = {Du Mal-\^Etre Au Bien- \^Etre d ' \'El\`eves \`a Besoins \'Educatifs Particuliers - {{Discrpline}} Positive},
  author = {Lacroix, Florence},
  year = {2018}
}

@book{lambert2007,
  title = {Handbook of {{Emotion Regulation}}},
  author = {Lambert, Kelly G.},
  year = {2007},
  volume = {298},
  doi = {10.1001/jama.298.15.1808},
  abstract = {Mycotoxins are small (MW approximately 700), toxic chemical products formed as secondary metabolites by a few fungal species that readily colonise crops and contaminate them with toxins in the field or after harvest. Ochratoxins and Aflatoxins are mycotoxins of major significance and hence there has been significant research on broad range of analytical and detection techniques that could be useful and practical. Due to the variety of structures of these toxins, it is impossible to use one standard technique for analysis and/or detection. Practical requirements for high-sensitivity analysis and the need for a specialist laboratory setting create challenges for routine analysis. Several existing analytical techniques, which offer flexible and broad-based methods of analysis and in some cases detection, have been discussed in this manuscript. There are a number of methods used, of which many are lab-based, but to our knowledge there seems to be no single technique that stands out above the rest, although analytical liquid chromatography, commonly linked with mass spectroscopy is likely to be popular. This review manuscript discusses (a) sample pre-treatment methods such as liquid-liquid extraction (LLE), supercritical fluid extraction (SFE), solid phase extraction (SPE), (b) separation methods such as (TLC), high performance liquid chromatography (HPLC), gas chromatography (GC), and capillary electrophoresis (CE) and (c) others such as ELISA. Further currents trends, advantages and disadvantages and future prospects of these methods have been discussed.},
  isbn = {978-1-59385-148-4}
}

@article{larivee2006,
  title = {La Collaboration \'Ecole-Famille En Contexte d'inclusion : Entre Obstacles, Risques et Facteurs de R\'eussite},
  author = {Lariv{\'e}e, Serge J. and Kalubi, Jean-Claude and Terrisse, Bernard},
  year = {2006},
  volume = {32},
  pages = {525--525},
  doi = {10.7202/016275ar},
  abstract = {Cet article porte sur la collaboration \'ecole-famille en contexte d'inclusion scolaire. Depuis plusieurs ann\'ees, des travaux montrent que parents et enseignants auraient int\'er\^et \`a participer de mani\`ere concert\'ee \`a la r\'eussite des \'el\`eves. Ce constat tend \`a devenir une exigence majeure en ce qui concerne le soutien aux \'el\`eves pr\'esentant des difficult\'es, car les r\^oles jou\'es par les uns et les autres d\'eterminent l'orientation des pratiques sur le terrain, particuli\`erement en milieu scolaire. En partant des r\'esultats des travaux recens\'es, le pr\'esent article met en lumi\`ere des facteurs de r\'eussite, des facilitateurs et des obstacles identifi\'es qui influencent le type de collaboration ainsi que la qualit\'e des services offerts.},
  journal = {Revue des sciences de l'\'education},
  number = {3}
}

@article{lavy2020,
  title = {A {{Review}} of {{Character Strengths Interventions}} in {{Twenty}}-{{First}}-{{Century Schools}}: Their {{Importance}} and {{How}} They Can Be {{Fostered}}},
  author = {Lavy, Shiri},
  year = {2020},
  volume = {15},
  pages = {573--596},
  doi = {10.1007/s11482-018-9700-6},
  abstract = {A main challenge of educational organizations is how to foster students' capacity to fulfill their potential. The present paper, based on educational, psychological, and organizational research, asserts that a discussion of character strengths and their development is highly relevant to this challenge. It provides an integrative overview of the relevance of character strengths to twenty-first-century schools and discusses different mechanisms that can help foster them. Character strengths-widely valued positive traits, theorized to be the basis for optimal functioning and well-being-may derive from inner tendencies, but are expected to have broad potential for development, depending on individuals' experiences and environments. Furthermore, character strengths are closely related to twenty-first-century compe-tencies-cognitive, interpersonal and intrapersonal competencies, identified by the American National Research Council as required for thriving in contemporary life and work, and thus considered to be desirable educational outcomes. The paper first delineates the connections between twenty-first-century competencies and character strengths, demonstrating the importance of promoting them in education. Then, mechanisms for fostering development of character strengths in schools are discussed, based on a review of the literature, including mechanisms that affect students (e.g., curriculum, relationships), teachers (e.g., training, supervisors), and schools (e.g., evaluation processes, resource allocation), while considering the interplay between these different levels. The concluding part of the paper outlines an integrative model of an optimal school system, expected to foster character strengths' use and development and discuss its applications for research and practice.},
  file = {/Users/nicolasbressoud/Zotero/storage/C69M9PEH/Lavy2019_Article_AReviewOfCharacterStrengthsInt.pdf},
  journal = {Applied Research in Quality of Life},
  keywords = {21st century competencies,Character strengths,Education,Interventions,Positive education,School,Schools},
  number = {2}
}

@article{lazonder2016,
  title = {Meta-{{Analysis}} of {{Inquiry}}-{{Based Learning}}: {{Effects}} of {{Guidance}}},
  author = {Lazonder, A. W. and Harmsen, R.},
  year = {2016},
  volume = {86},
  pages = {681--718},
  issn = {0034-6543},
  doi = {10.3102/0034654315627366},
  abstract = {Research has consistently shown that inquiry-based learning can be more effective than other, more expository instructional approaches as long as students are supported adequately. But what type of guidance is adequate, and for whom? These questions are difficult to answer as most previous research has only focused on one type of guidance and one type of learner. This meta-analysis therefore synthesized the results of 72 studies to compare the effectiveness of different types of guidance for different age categories. Results showed facilitative overall effects of guidance on learning activities (d = 0.66, 95\% CI [0.44, 0.88]), performance success (d = 0.71, 95\% CI [0.52, 0.90]), and learning outcomes (d = 0.50, 95\% CI [0.37, 0.62]). Type of guidance moderated the effects on performance success but not on the other two outcome measures. Considerable variation was found in the effects of guidance on learning activities, but the relatively low number of studies do not a},
  file = {/Users/nicolasbressoud/Zotero/storage/TP2XZC7M/Enseignement 2016 Meta-Analysis of Inquiry-Based Learning Effects....pdf},
  journal = {Review of Educational Research},
  number = {3}
}

@article{lecomte2004,
  title = {Les Applications Du Sentiment d'efficacit\'e Personnelle},
  author = {Lecomte, Jacques},
  year = {2004},
  volume = {Hors s\'erie},
  pages = {59--59},
  doi = {10.3917/savo.hs01.0059},
  abstract = {La th\'eorie du sentiment d'efficacit\'e personnelle pr\'esente une grande ampleur, tant sur le plan th\'eorique, que sur celui de ses applications pratiques. Apr\`es avoir pr\'esent\'e les principales composantes de cette th\'eorie, l'auteur en d\'ecrit les applications possibles dans trois domaines : la r\'eussite scolaire, le travail professionnel, la psychoth\'erapie. Il propose, en conclusion, une voie de recherche encore inexplor\'ee.},
  journal = {Savoirs},
  number = {5}
}

@book{lecomte2012,
  title = {La Bont\'e Humaine: \{\vphantom\}{{Altruisme}}\vphantom\{\}, Empathie, G\'en\'erosit\'e},
  author = {Lecomte, Jacques},
  year = {2012},
  publisher = {{Odile Jacob}},
  address = {{Paris}},
  isbn = {978-2-7381-2710-5},
  keywords = {Altruism,Helping behavior,Kindness}
}

@book{lecomte2012a,
  title = {La {{Bont\'e}} Humaine},
  author = {Lecomte, Jacques},
  year = {2012},
  publisher = {{Odile Jacob}},
  address = {{Paris}}
}

@article{lecomte2012b,
  title = {Est-Il Justifi\'e de Parler de Psychologie Positive~?},
  author = {Lecomte, Jacques},
  year = {2012},
  volume = {Num\'ero 93},
  pages = {21--21},
  issn = {9782875620026},
  doi = {10.3917/cips.093.0021},
  journal = {Les cahiers internationaux de psychologie sociale},
  number = {1}
}

@book{lecomteBonteHumaineAltruisme2012,
  title = {La Bont\'e Humaine: {{Altruisme}}, Empathie, G\'en\'erosit\'e},
  shorttitle = {La Bont\'e Humaine},
  author = {Lecomte, Jacques},
  year = {2012},
  publisher = {{Odile Jacob}},
  address = {{Paris}},
  isbn = {978-2-7381-2710-5},
  keywords = {Altruism,Helping behavior,Kindness},
  lccn = {BJ1533.K5 L43 2012}
}

@article{lerkkanen2016,
  title = {Child-Centered versus Teacher-Directed Teaching Practices: {{Associations}} with the Development of Academic Skills in the First Grade at School},
  author = {Lerkkanen, Marja Kristiina and Kiuru, Noona and Pakarinen, Eija and Poikkeus, Anna Maija and {Rasku-Puttonen}, Helena and Siekkinen, Martti and Nurmi, Jari Erik},
  year = {2016},
  volume = {36},
  pages = {145--156},
  doi = {10.1016/j.ecresq.2015.12.023},
  abstract = {This study examined the extent to which child-centered versus teacher-directed teaching practices predicted the development of children's reading and math skills in the first year of elementary school. In addition, we investigated whether associations between teaching practices and children's academic skills development in Grade 1 differed among children who had low, average, or high initial academic skills at the beginning of school. The reading and math skills of 1,132 Finnish children from 93 classrooms were assessed at the beginning and end of Grade 1, and the Early Childhood Classroom Observation Measure (ECCOM) was used to observe teaching practices in 29 classrooms. The results of multilevel modeling showed, first, that better reading skills upon entering school were associated with a higher level of child-centered teaching practices in the classroom. Second, a high level of child-centered teaching practices predicted children's reading and math skills development during the first school year. Third, the results showed that child-centered teaching practices were equally beneficial for the academic skills development of children with varying initial skill levels. However, teacher-directed practices were found to be negatively associated with reading skills development, particularly among children who had average or high initial reading skills at the beginning of school. The results emphasize the importance of child-centered teacher practices in promoting children's academic skills development also after kindergarten in elementary school.},
  journal = {Early Childhood Research Quarterly},
  keywords = {Child-centered practices,Grade 1,Math,Reading,Teacher-directed practices}
}

@book{lieury2004,
  title = {M\'emoire et R\'eussite Scolaire},
  author = {Lieury, Alain},
  year = {2004},
  publisher = {{Dunod}},
  address = {{Paris}},
  isbn = {978-2-10-048661-8}
}

@book{lieuryMemoireReussiteScolaire2004,
  title = {{M\'emoire et r\'eussite scolaire}},
  author = {Lieury, Alain},
  year = {2004},
  publisher = {{Dunod}},
  address = {{Paris}},
  annotation = {OCLC: 77569008},
  isbn = {978-2-10-048661-8},
  language = {French}
}

@article{linkins2014,
  title = {Through the Lens of Strength: {{A}} Framework for Educating the Heart},
  author = {Linkins, Mark and Niemiec, Ryan M and Gillham, Jane and Mayerson, Donna},
  year = {2014},
  volume = {9760},
  pages = {1--5},
  issn = {1743-9760\textbackslash r1743-9779},
  doi = {10.1080/17439760.2014.888581},
  abstract = {The work of Chris Peterson and his colleagues provides a context and rationale for creating a new paradigm for character education. While most character education approaches (past and present) have served the purpose of inculcating societal norms and expectations, a positive psychology-based approach seeks to help individuals identify and engage their personal character strengths, thereby promoting well-being. To date, research on character strengths-based classroom interventions has identified positive outcomes related to positive emotion, engagement, relationships, and accomplishment. During the past decade, a number of public and private schools have served as pioneers in this emerging field. This work has contributed to the development of (1) a theoretical framework for infusing strengths-based practices in classrooms and schools and (2) a corresponding body of practices.},
  journal = {The Journal of Positive Psychology},
  keywords = {character strengths,education,positive psychology,strengths,values in action,via},
  number = {February 2014}
}

@article{linley2006,
  title = {Playing to Your Strengths},
  author = {Linley, P. Alex and Harrington, Susan},
  year = {2006},
  volume = {19},
  pages = {86--89},
  issn = {0952-8229},
  abstract = {This reluctance to talk about one's strengths is also reflected in psychology, where strengths have been the subject of very little systematic empirical research. However, with the advent of positive psychology, this is now changing. In this article we review the historical context of psychological work on strengths, consider approaches to strengths from both academic and applied perspectives, and identify some of the most exciting potential applications of putting strengths into practice in education, work and life. As an academic psychologist, one's interest is likely to be in how best to 'carve nature at the joints'. That is to say, one may wish to develop a taxonomy of strengths based on a deep theory that explains why this construct is a strength while that one is not, and how each strength relates to each other strength at varying levels of hierarchical abstraction. (PsycINFO Database Record (c) 2010 APA, all rights reserved)},
  journal = {Psychologist},
  number = {2}
}

@book{linley2008,
  title = {Strengthsspotting},
  author = {Linley, P. Alex},
  year = {2008},
  file = {/Users/nicolasbressoud/Zotero/storage/TSQH34FY/average_to_aplus_chapter_4_strengthspotting.pdf},
  isbn = {978-1-906366-00-1}
}

@article{linley2009,
  title = {Strengths Coaching with Leaders},
  author = {Linley, P Alex and Woolston, Linda and {Biswas-Diener}, Robert},
  year = {2009},
  volume = {4},
  pages = {37--48},
  issn = {1750-2764},
  abstract = {Positive psychology and coaching psychology share a number of common themes and fundamental assumptions. Blending positive psychology, strengths approaches and coaching psychology, our work in strengths coaching with leaders enhances both leadership and organisational capability. In this article, we explore the role of leaders as climate engineers and provide a brief history of strengths approaches, together with definitions of what we mean by strengths and strengths coaching, and how we use these in practice. We introduce the integrative Realise2 model of strengths and weaknesses which distinguishes between the six areas of realised strengths, unrealised strengths, regular learned behaviours, infrequent learned behaviours, exposed weaknesses, and unexposed weaknesses, before going on to demonstrate how leaders can make weaknesses irrelevant through role shaping complementary partnering, strengths-based team-working or personal development. We examine the golden mean of strengths use, looking at strengths both overplayed and underplayed, before concluding with a view on the benefits of strengths coaching for both leadership and organisational capability. The Appendix provides 10 summary points in a strengths coaching checklist for leaders. (PsycINFO Database Record (c) 2009 APA, all rights reserved) (from the journal abstract)},
  journal = {International Coaching Psychology Review},
  keywords = {Coaching Psychology,leaders,leadership,Organizational Climate,positive psychology,strengths coaching},
  number = {1}
}

@article{linley2009a,
  title = {Oxford {{Handbook}} of {{Positive Psychology}} and {{Work}}},
  author = {Linley, P. Alex and Harrington, Susan and Garcea, Nicola},
  year = {2009},
  pages = {1--368},
  issn = {9780199940622},
  doi = {10.1093/oxfordhb/9780195335446.001.0001},
  abstract = {Contents: 50519 01 Finding the positive in the world of work P. Alex Linley, Susan Harrington, Nicola Garcea - Positive psychology and the changing world of work - The changing world of work Wayne F. Cascio - Generation Me and the changing world of work Jean M. Twenge, Stacy M. Campbell - Positive organizational leadership - What is authentic leadership development? Bruce J. Avolio, Jakari Griffith, Tara S. Wernsing, Fred O. Walumbwa - Enablers of a positive strategy : positively deviant leadership Lynn Perry Wooten, Kim S. Cameron - Change and its leadership : the role of positive emotions Malcolm Higgs - Working positively toward transformative cooperation Leslie E. Sekera, Barbara L. Fredrickson - Strengths : your leading edge Danny Morris, Jill Garrett - Toward a positive psychology for leaders Robert E. Kaplan, Robert B. Kaiser - Positive work environments for individuals and organizations - Employee engagement and the psychology of joining, staying in, and leaving organizations James K. Harter, Nikki Blacksmith - Work as meaning : individual and organizational benefits of engaging in meaningful work Michael F. Steger, Bryan J. Dik - More than meets the eye : the role of employee well-being in organizational research Thomas A. Wright - Positive engagement : from employee engagement to workplace happiness Martin Stairs, Martin Galpin - Enabling a positive working life - Using coaching and positive psychology to promote a flourishing workforce : a model of goal-striving and mental health Anthony M. Grant, Gordon B. Spence - Mindfulness at work : paying attention to enhance well-being and performance Oberdan Marianetti, Jonathan Passmore - Work-life balance : the roles of work-family conflict and work-family facilitation Boris B. Baltes, Malissa A. Clark, Madhura Chakrabarti - Strengths development in the workplace Timothy D. Hodges, Jim Asplund - Strengths of character and work /; Contents: 50520 02 Christopher Peterson, John Paul Stephens, Nansook Park, Fiona Lee, Martin E. P. Seligman - Models for positive organization - Dream teams : a positive psychology of team working Joanne Richardson, Michael A. West - Positive organizational scholarship leads into the world of work Don Mroz, Shawn Quinn - Look before you leap or dive right in? The use of moral courage in response to workplace bullying Susan Harrington, Charlotte Rayner - An integrated model of psychological capital in the workplace Carolyn M. Youssef, Fred Luthans - Building the positive workplace : a preliminary report from the field Jocelyn S. Davis - Looking to the future : challenges and opportunities - Good for what? The young worker in a global age Lynn Barendsen, Howard Gardner - What's wrong with being positive? Samantha Warren - Building positive organizations Nicola Garcea, Susan Harrington, P. Alex Linley.},
  journal = {Oxford Handbook of Positive Psychology and Work},
  keywords = {Human resources,I/O psychology,Management,Positive psychology,Well-being,Work issues,Work-life balance,Working life},
  number = {March}
}

@article{lobel2014,
  title = {Associations {{Between Children}} ' s {{Video Game Playing}} and {{Psychosocial Health}} : {{Information}} from {{Both Parent}} and {{Child Reports}}},
  author = {Lobel, Adam and Granic, Isabela and Engels, Rutger C M E},
  year = {2014},
  volume = {17},
  pages = {639--643},
  doi = {10.1089/cyber.2014.0128},
  journal = {, Behavior, and Social \ldots},
  number = {10}
}

@book{lopez2012,
  title = {Strategies for {{Accentuating Hope}}},
  author = {Lopez, Shane J. and Snyder, C. R. and {Magyar-Moe}, Jeana L. and Edwards, Lisa M. and Pedrotti, Jennifer Teramoto and Janowski, Kelly and Turner, Jerri L. and Pressgrove, Cindy},
  year = {2012},
  doi = {10.1002/9780470939338.ch24},
  abstract = {(from the chapter) People somehow summon enough mental energy to set the goal of seeking a therapist or other healer. Likewise, they identify pathways to the desired helper and muster the requisite energy to build a working alliance with their newfound agent of change. In essence, self-referred clients already have demonstrated hope in their pursuit of therapeutic support by the time they reach their therapist. In turn, therapists can help clients to name and to nurture the hope that they already possess. In this chapter, we identify formal strategies for accentuating the hope that people possess. We discuss the effectiveness data, where available, associated with these strategies. Given that most therapists are eclectic, we also describe informal strategies that could be implemented within any therapeutic framework; moreover, we address common strategies that can be assigned to clients as homework. We begin by outlining hope theory and discuss hope's role as an active ingredient in psychological change. (PsycINFO Database Record (c) 2009 APA, all rights reserved).},
  isbn = {978-0-470-93933-8},
  keywords = {Hope bonding,Hope enhancing,Hope finding,Hope reminding,Hope theory}
}

@article{lubin2012,
  title = {Apprendre \`a Inhiber : Une P\'edagogie Innovante Au Service Des Apprentissages Scolaires Fondamentaux (Math\'ematiques et Orthographe) Chez Des \'El\`eves de 6 \`a 11 Ans},
  author = {Lubin, Am{\'e}lie and Lano{\"e}, C{\'e}line and Pineau, Arlette and Rossi, Sandrine},
  year = {2012},
  volume = {1},
  abstract = {R\'esum\'e Certaines situations scolaires sont source de conflit cognitif entre deux savoirs ; des connaissances nouvelles interf\'erant avec des connaissances anciennes. Pour surmonter ce conflit, l'\'el\`eve doit inhiber la strat\'egie apprise ant\'erieurement, devenue inefficace, au b\'en\'efice d'une nouvelle strat\'egie pertinente. Certains blocages, erreurs ou difficult\'es des \'el\`eves nous ont incit\'ees \`a transf\'erer au monde de la classe des outils centr\'es sur l'apprentissage \`a l'inhibition, d\'ej\`a \'eprouv\'es en laboratoire \`a l'aide de techniques comportementales et d'imagerie c\'er\'ebrale. Ce projet a pris forme dans le cadre d'un partenariat scientifique entre l'Inspection Acad\'emique du Calvados (France) et le Laboratoire de Psychologie du D\'eveloppement et de l'\'Education de l'enfant (LaPsyD\'E). Nous proposons une d\'emarche p\'edagogique innovante d'apprentissage \`a l'inhibition r\'ealis\'ee en classe dans deux domaines scolaires diff\'erents (math\'ematiques et orthographe) avec des \'el\`eves de 6 \`a 11 ans. En partant d'erreurs r\'ecurrentes observ\'ees par les enseignants chez leurs \'el\`eves, nous avons \'elabor\'e un dispositif didactique exp\'erimental d'apprentissage \`a l'inhibition dont nous avons test\'e l'efficacit\'e. Les r\'esultats de ces deux \'etudes mettent en \'evidence l'avantage d'un apprentissage \`a l'inhibition par rapport \`a un apprentissage classique. Ainsi, sensibiliser le terrain \'educatif \`a l'importance du contr\^ole cognitif dans les apprentissages est fondamental pour permettre aux \'el\`eves d'apprendre \`a mieux apprendre. Lubin, Lano\"e, Pineau et Rossi Apprendre \`a inhiber en classe: une p\'edagogie innovante},
  journal = {D\'ecembre},
  number = {1}
}

@article{lucariello2016,
  title = {Science {{Supports Education}}: {{The Behavioral Research Base}} for {{Psychology}}'s {{Top}} 20 {{Principles}} for {{Enhancing Teaching}} and {{Learning}}},
  author = {Lucariello, Joan M. and Nastasi, Bonnie K. and Anderman, Eric M. and Dwyer, Carol and Ormiston, Heather and Skiba, Russell},
  year = {2016},
  volume = {10},
  pages = {55--67},
  issn = {9788578110796},
  doi = {10.1111/mbe.12099},
  abstract = {Psychological science has much to con- tribute to preK-12 education because substantial psycholog- ical research exists on the processes of learning, teaching, motivation, classroom management, social interaction, communication, and assessment. This article details the psychological science that led to the identification, by the American Psychological Association's Coalition for Psy- chology in Schools and Education, of the ``Top 20 Principles from Psychology for PreK-12 Teaching and Learning.'' Also noted are the major implications for educational practice that follow fromthe principles},
  journal = {Mind, Brain, and Education},
  number = {1}
}

@incollection{lucciarini2019,
  title = {High School Swiss Students' Perception of Five Minutes' Mindfulness Meditations at the Beginning of Their 45 Mintues' Lesson},
  booktitle = {Well-Being in {{Education Systems}}},
  author = {Lucciarini, Elena and Gay, Philippe and Bressoud, Nicolas},
  editor = {Castelli, Luciana and Marcionetti, Jenny and Plata, Andrea and Ambrosetti, Alice},
  year = {2019},
  pages = {185--189},
  publisher = {{Hogrefe}},
  address = {{Firenze, Italy}},
  isbn = {978-88-98542-25-3},
  language = {en}
}

@inproceedings{lucciarini2019a,
  title = {High School Swiss Students' Perception of Five Minutes' Mindfulness Meditations at the Beginning of Their 45 Minutes' Lesson},
  booktitle = {International {{Conference}} on {{Well}}-Being in {{Education Systems}}},
  author = {Lucciarini, Elena and Gay, Philippe and Bressoud, Nicolas},
  year = {2019},
  address = {{Locarno, Switzerland}},
  abstract = {Mindfulness is a growing, fashionable business and seems very fashionable. However, few studies have focused on teenager's perspective  on mindfulness in a school context. Thus, the present study investigates Tthe impact of a short practise at the beginning of a lesson, two or three times a week. The results found here are encouraging: the students felt happier, more relaxed, more focused and more self-aware.  The fact that mindfulness influences subjective well-being and learning skills should trigger a greater implementation of mindfulness in schools. Thus, it could be brought through teacher education or through mindfulness professionals coming to schools. An easier way could be to use an app (Headspace, Petit Bambou, etc) or other mean, and have the students meditate.},
  language = {en}
}

@article{lyubomirsky2005,
  title = {The Benefits of Frequent Positive Affect: {{Does}} Happiness Lead to Success?},
  author = {Lyubomirsky, Sonja and King, Laura and Diener, Ed},
  year = {2005},
  volume = {131},
  pages = {803--855},
  issn = {1939-1455(Electronic);0033-2909(Print)},
  doi = {10.1037/0033-2909.131.6.803},
  abstract = {Numerous studies show that happy individuals are successful across multiple life domains, including marriage, friendship, income, work performance, and health. The authors suggest a conceptual model to account for these findings, arguing that the happiness-success link exists not only because success makes people happy, but also because positive affect engenders success. Three classes of evidence--crosssectional, longitudinal, and experimental--are documented to test their model. Relevant studies are described and their effect sizes combined meta-analytically. The results reveal that happiness is associated with and precedes numerous successful outcomes, as well as behaviors paralleling success. Furthermore, the evidence suggests that positive affect--the hallmark of well-being--may be the cause of many of the desirable characteristics, resources, and successes correlated with happiness. Limitations, empirical issues, and important future research questions are discussed.},
  journal = {Psychological Bulletin},
  keywords = {Happiness,Meta-analysis,Positive affect,Positive emotions,Subjective well-being},
  number = {6}
}

@article{lyubomirsky2013,
  title = {How {{Do Simple Positive Activities Increase Well}}-{{Being}}?},
  author = {Lyubomirsky, Sonja and Layous, Kristin},
  year = {2013},
  volume = {22},
  pages = {57--62},
  issn = {0963-7214\textbackslash r1467-8721},
  doi = {10.1177/0963721412469809},
  abstract = {Theory and research suggest that people can increase their happiness through simple intentional positive activities, such as expressing gratitude or practicing kindness. Investigators have recently begun to study the optimal conditions under which positive activities increase happiness and the mechanisms by which these effects work. According to our positive-activity model, features of positive activities (e.g., their dosage and variety), features of persons (e.g., their motivation and effort), and person-activity fit moderate the effect of positive activities on well-being. Furthermore, the model posits four mediating variables: positive emotions, positive thoughts, positive behaviors, and need satisfaction. Empirical evidence supporting the model and future directions are discussed.},
  journal = {Current Directions in Psychological Science},
  keywords = {good,happier people have,happiness,happiness not only feels,higher,it is good,more stable marriages,positive activities,positive interventions,self-improvement,stronger immune systems,subjective well-being},
  number = {1}
}

@article{madden2011,
  title = {A Pilot Study Evaluating Strengths-Based Coaching for Primary School Students: {{Enhancing}} Engagement and Hope},
  author = {Madden, Wendy and Green, Suzy and Grant, Anthony M},
  year = {2011},
  volume = {6},
  pages = {71--83},
  issn = {1750-2764},
  abstract = {Objective: This pilot study examines the impact of an evidence-based strengths coaching programme on male primary school students' levels of engagement and hope. Design: In a within-subject design study, 38 Year Five male students (mean age 10.7 years) participated in a strengths-based coaching programme as part of their Personal Development/Health programme at an independent, private primary school in Sydney, Australia. Method: Participants were randomly allocated to groups of four or five with each group receiving eight coaching sessions over two school terms. The Youth Values in Action survey was used to highlight participant's character strengths, and the participants were coached in identifying personally meaningful goals, and in being persistent in their goal-striving, as well as finding novel ways to use their signature strengths. They also completed a 'Letter from the future' that involved writing about themselves at their best. Results: The strengths-based coaching pilot programme was associated with significant increases in the students' self-reported levels of engagement and hope. Conclusions: Strengths-based coaching programmes may be considered as potential mental health prevention and promotion intervention in a primary school setting to increase students' wellbeing and may also form an important part of an overall Positive Education Programme. [ABSTRACT FROM AUTHOR]},
  journal = {International Coaching Psychology Review},
  keywords = {Evidence-based coaching,hope,positive psychology.,strengths-coaching},
  number = {1}
}

@article{magazine2003,
  title = {La Valeur Des \'Emotions Positives},
  author = {Magazine, Psychologie Positive},
  year = {2003}
}

@article{maiano2009,
  title = {Assessment of Physical Self-Concept in Adolescents with Intellectual Disability: {{Content}} and Factor Validity of the Very Short Form of the Physical Self-Inventory},
  author = {Ma{\"i}ano, Christophe and B{\'e}garie, J{\'e}r{\^o}me and Morin, Alexandre J.S. and Ninot, Gr{\'e}gory},
  year = {2009},
  volume = {39},
  pages = {775--787},
  doi = {10.1007/s10803-008-0686-z},
  abstract = {The purpose of this study was to test the factor validity and reliability of the Very Short Form of the Physical Self-Inventory- (PSI-VSF) within a sample of adolescents with mild to moderate Intellectual Disability (ID). A total of 362 ID adolescents were involved in two studies. In Study 1, the content and format scale response of the PSI-VSF were adapted for adolescents with ID. This instrument was thus renamed PSI-VSF-ID and two versions with two alternative responses scales format, were developed: Likert and graphical. In Study 2, results provided support for: (1) the factorial validity and reliability; and (2) factorial invariance across gender, age, type of school placement and ID level of the PSI-VSF-ID associated with a graphical response scale format. \textcopyright{} 2009 Springer Science+Business Media, LLC.},
  journal = {Journal of Autism and Developmental Disorders},
  keywords = {Age,French,Gender,Graphical response format,Intellectual disability level,Invariance,School placement},
  number = {5}
}

@article{mangan2020,
  title = {Recommendations for Positive Psychology Interventions in School Settings},
  author = {Mangan, Susan and Baumsteiger, Rachel and Bronk, Kendall Cotton},
  year = {2020},
  month = jul,
  pages = {1--4},
  issn = {1743-9760, 1743-9779},
  doi = {10.1080/17439760.2020.1789709},
  abstract = {As positive psychologists learn more about what makes people feel happier, more productive, and more connected, it is natural to wonder how these lessons can be applied to our younger citizens. In this paper, we use data from a series of intervention studies to highlight several challenges of testing positive interventions in educational contexts, such as validity threats related to school events. Strategies for addressing these issues include having a control group, measuring proximal outcomes, and measuring or manipulating contextual factors. This work could help researchers more effectively test methods of promoting well-being among youth.},
  file = {/Users/nicolasbressoud/Zotero/storage/4YWUNHXY/Mangan et al. - 2020 - Recommendations for positive psychology interventi.pdf},
  journal = {The Journal of Positive Psychology},
  language = {en}
}

@article{mangan2020a,
  title = {Recommendations for Positive Psychology Interventions in School Settings},
  author = {Mangan, Susan and Baumsteiger, Rachel and Bronk, Kendall Cotton},
  year = {2020},
  month = jul,
  pages = {1--4},
  issn = {1743-9760, 1743-9779},
  doi = {10.1080/17439760.2020.1789709},
  abstract = {As positive psychologists learn more about what makes people feel happier, more productive, and more connected, it is natural to wonder how these lessons can be applied to our younger citizens. In this paper, we use data from a series of intervention studies to highlight several challenges of testing positive interventions in educational contexts, such as validity threats related to school events. Strategies for addressing these issues include having a control group, measuring proximal outcomes, and measuring or manipulating contextual factors. This work could help researchers more effectively test methods of promoting well-being among youth.},
  file = {/Users/nicolasbressoud/Zotero/storage/EX2TG9LU/Mangan et al. - 2020 - Recommendations for positive psychology interventi.pdf},
  journal = {The Journal of Positive Psychology},
  language = {en}
}

@article{markant2016,
  title = {Enhanced {{Memory}} as a {{Common Effect}} of {{Active Learning}} : {{Enhanced Memory Through}} as a {{Common Effect}} of {{Active Learning}}},
  author = {Markant, Doug},
  year = {2016},
  volume = {10},
  pages = {1--11},
  doi = {10.1111/mbe.12117},
  number = {July}
}

@book{martin-krumm2011,
  title = {Trait\'e de Psychologie Positive},
  author = {{Martin-Krumm}, Charles and Tarquinio, Cyril},
  year = {2011},
  publisher = {{De Boeck}},
  address = {{Bruxelles}},
  isbn = {978-2-8041-6614-4}
}

@article{martin-krumm2012,
  title = {Psychologie Positive et Adaptation: {{Quelle}} Contribution ?},
  author = {{Martin-Krumm}, Charles and Lyubomirsky, Sonja and Nelson, S Katherine},
  year = {2012},
  pages = {333--354},
  journal = {Psychologie de l'adaptation}
}

@book{martin-krummTraitePsychologiePositive2011,
  title = {{Trait\'e de psychologie positive}},
  author = {{Martin-Krumm}, Charles and Tarquinio, Cyril},
  year = {2011},
  publisher = {{De Boeck}},
  address = {{Bruxelles}},
  annotation = {OCLC: 778735731},
  isbn = {978-2-8041-6614-4},
  language = {French}
}

@article{martineau1999,
  title = {La Gestion de Classe Au C\oe ur de l'effet Enseignant},
  author = {Martineau, St{\'e}phane and Desbiens, Jean-Fran{\c c}ois and Gauthier, Clermont},
  year = {1999},
  volume = {25},
  pages = {467--496},
  journal = {Revue des sciences de l'\'education},
  number = {3}
}

@book{marzano2017,
  title = {The New Art and Science of Teaching},
  author = {Marzano, Robert J},
  year = {2017},
  edition = {Revised an},
  publisher = {{Solution Tree Press}},
  address = {{Bloomington, IN}},
  isbn = {978-1-943874-96-5},
  keywords = {Aids and devices,Classroom management,Effective teaching,Learning,Psychology of,Teaching,United States}
}

@book{marzanoNewArtScience2017,
  title = {The New Art and Science of Teaching},
  author = {Marzano, Robert J.},
  year = {2017},
  edition = {Revised and expanded edition},
  publisher = {{Solution Tree Press}},
  address = {{Bloomington, IN}},
  isbn = {978-1-943874-96-5},
  keywords = {Aids and devices,Classroom management,Effective teaching,Learning; Psychology of,Teaching,United States},
  lccn = {LB1025.3 .M3387 2017}
}

@techreport{maulini,
  title = {Que Penser\ldots{} \ldots de l'\'education Positive ?},
  author = {Maulini, Olivier},
  abstract = {2017 La s\'erie \guillemotleft{} Que penser\ldots{} ? \guillemotright{} s'adresse \`a des personnes int\'eress\'ees par les questions p\'edagogiques hors du cercle des professionnels. Chaque th\`eme est trait\'e \`a l'occasion d'une demande formul\'ee par un.e journaliste ou un autre relais d'opinion, et sous la forme d'un texte bref r\'epondant \`a quelques questions clefs. L'intention de la s\'erie est de r\'esumer les r\'esultats de la recherche en conciliant complexit\'e des enjeux et simplicit\'e du propos. \'Education, p\'edagogie, psychologie, discipline, \'ecole positive : de quoi parlons-nous ? L'\guillemotleft{} \'education positive \guillemotright{} d\'esigne une mani\`ere particuli\`ere de penser et de pratiquer la formation d'autrui, en particulier lorsque le formateur est un adulte, et le form\'e un enfant. Les auteurs et les acteurs se r\'eclamant de ce concept sont nombreux, ils peuvent varier dans leurs interpr\'etations du mod\`ele pr\'econis\'e, mais tous partagent en g\'en\'eral les postulats suivants : l'enfant apprend plus et mieux dans un environnement s\'ecuris\'e, protecteur, bienveillant, lorsqu'il est confront\'e \`a des attentes \'elev\'ees mais toujours soucieuses de \guillemotleft{} son bien \guillemotright{} et des meilleures mani\`eres de l'y mener ; la p\'edagogie, la psychologie, la discipline ou encore l'\'ecole positive proc\`edent sans violence-ni physique, ni psychique-donc sans les mises en garde, les menaces, les reproches et les punitions (voire les ch\^atiments) de la \guillemotleft{} p\'edagogie noire \guillemotright{} \`a laquelle la psychanalyste Alice Miller fait remonter les maux de nos soci\'et\'es. \`A l'\`ere o\`u les parents (voire les enseignants) peuvent tour \`a tour craindre les proc\`es en abus de pouvoir (rigidit\'e\ldots ) et en laxisme (permissivit\'e\ldots ), la d\'emarche positive (ou bienveillante, ou centr\'ee sur les besoins) se profile comme un m\'elange id\'eal d'attention et de fermet\'e. Elle refuse \`a la fois le rapport de force et l'abus de complicit\'e. De l\`a d\'ecoule sa pr\'ef\'erence plus ou moins syncr\'etique pour le respect et le soin (contre la n\'egligence et l'arrogance), pour la bientraitance (contre la brutalit\'e), pour la gratitude et les f\'elicitations (contre les reproches et les r\'ecriminations), pour la valorisation des comp\'etences (contre la stigmatisation des faiblesses), pour le risque et l'erreur (contre la faute et la culpabilisation), pour la confiance et l'optimisme (contre le soup\c{c}on), pour la joie et l'estime de soi (contre la honte et la peur), pour la paix et la coop\'eration (contre la concurrence et les agressions), pour la prise en compte des \'emotions (contre leur ignorance, voire leur refoulement), pour la nature humaine, la spontan\'eit\'e et la cr\'eativit\'e (contre les normes arbitraires et les routines codifi\'ees). En somme, et en r\'esum\'e, \'eduquer positivement consiste \`a valoriser les bonnes conduites plut\^ot qu'\`a d\'evaloriser les mauvaises : pas parce que le monde serait soudain devenu bon, mais parce que la qu\^ete lib\'eratrice des renforcements positifs (\guillemotleft{} Bravo ! \guillemotright ) serait plus efficace, \`a long terme, que la crainte ali\'enante des jugements n\'egatifs (\guillemotleft{} Z\'ero ! \guillemotright ).}
}

@article{mavroveli2007,
  title = {Trait Emotional Intelligence, Psychological Well-Being and Peer-Rated Social Competence in Adolescence},
  author = {Mavroveli, Stella and Petrides, K. V. and Rieffe, Carolien and Bakker, Femke},
  year = {2007},
  volume = {25},
  pages = {263--275},
  issn = {978-1-4331-0196-0 Paperback\textbackslash r978-1-4331-0195-3 Hardcover\textbackslash r1058-1634},
  doi = {10.1348/026151006X118577},
  abstract = {The trait emotional intelligence (trait EI or trait emotional self-efficacy) framework provides comprehensive coverage of emotion-related self-perceptions and disposi-tions. In this study, we investigated the relationship between trait EI and four distinct socioemotional criteria on a sample of Dutch adolescents (N {$\frac{1}{4}$} 282; 136 girls, 146 boys; mean age {$\frac{1}{4}$} 13.75 years). As hypothesized, trait EI was positively associated with adaptive coping styles and negatively associated with depressive thoughts and frequency of somatic complaints. It was also negatively associated with maladaptive coping styles, in boys only. Adolescents with high trait EI scores received more nominations from their classmates for being co-operative and girls gave significantly more nominations to classmates with high trait EI scores for having leadership qualities. The discussion focusses on the operationalization of trait emotional self-efficacy in adolescents. The general concept of emotional intelligence (EI) is partly rooted in Thorndike's (1920) idea of 'social intelligence' and Gardner's (1983) theory of multiple intelligences (especially 'intrapersonal' and 'interpersonal' intelligence). In the current context, EI as a construct was discussed in a dissertation by Payne (1986), even though as a term it had appeared in the literature much earlier (Leuner, 1966). Salovey and Mayer (1990) put forward a theoretical model that viewed the construct as a subset of social intelligence and Goleman (1995) provided a broad and highly influential account that has nonetheless attracted concerted criticism for its unsubstantiated claims about the vital importance of EI in people's personal, social and professional lives. The fact that the field still lacks a universally accepted operational definition has contributed significantly to the emergence of inconsistent and sometimes, contradictory findings that have often been discussed in the scientific},
  journal = {British Journal of Developmental Psychology},
  number = {2}
}

@article{mazzietti2015,
  title = {Les \'Emotions Au Service de l'apprentissage : {{Appraisal}}, Pertinence et Attention \'Emotionnelle},
  author = {Mazzietti, A. and Sander, D.},
  year = {2015},
  volume = {27},
  pages = {537--544},
  abstract = {\textcopyright{} copyright Anae.Emotion is a key factor of school success especially because it has positive effects on several cognitive processes and because, in schools, it puts the learner at the center of the learning process. In this paper, we present a model of emotion that focuses on the notion of emotional components and the importance of the appraisal process in emotion. Then, we suggest that such a model constitutes a useful grid in order to analyse the emotional dynamic of the didactic situation and of the educational relationship. In particular, we support our reasoning with an example of critical importance in learning situations, namely the links between relevance and attention.},
  journal = {ANAE - Approche Neuropsychologique des Apprentissages chez l'Enfant},
  keywords = {Appraisal,Attention,Emotion,School learning},
  number = {139}
}

@article{mcgrath2019,
  title = {Cross-{{Validation}} of the {{VIA Inventory}} of {{Strengths}}-{{Revised}} and Its {{Short Forms}}},
  author = {McGrath, Robert E. and Wallace, Norah},
  year = {2019},
  month = dec,
  pages = {1--12},
  issn = {0022-3891, 1532-7752},
  doi = {10.1080/00223891.2019.1705465},
  abstract = {The VIA Inventory of Strengths is an extremely popular index of the 24 character strengths that comprise the VIA Classification of Character Strengths and Virtues. The inventory has recently been extensively revised. The current study sought to evaluate the reliability and validity of the revised VIA Inventory, including newly developed short forms and scales measuring the virtue component of the VIA Classification. This study used two samples of adults, one comprised of 743 individuals recruited through Amazon Mechanical Turk (MTurk), and another of 631 individuals who accessed the VIA Institute of Character website to complete an earlier version of the VIA Inventory. Participants completed the new version of the inventory as well as a measure of related behaviors. The current study examines internal consistency, factor structure, test-retest reliability, criterion-related validity, convergent and discriminant validity, and item discrimination statistics. The results suggest the inventory generally meets psychometric standards for a measure of the targeted character strengths and virtues.},
  file = {/Users/nicolasbressoud/Zotero/storage/F6MBZN89/McGrath et Wallace - 2019 - Cross-Validation of the VIA Inventory of Strengths.pdf},
  journal = {Journal of Personality Assessment},
  language = {en}
}

@article{mcknight2018,
  title = {Seven Reasons to Question the Hegemony of {{Visible Learning}}},
  author = {McKnight, Lucinda and Whitburn, Ben},
  year = {2018},
  month = may,
  pages = {1--13},
  doi = {10.1080/01596306.2018.1480474},
  abstract = {The publication of John Hattie's Visible Learning: A synthesis of over 800 meta-analyses relating to achievement in 2009 has led to the widespread adoption of the Visible Learning program around the world. Critique of this program has been less widespread, especially in English, and has tended to centre on the mechanisms of meta-analysis. We consider what Visible Learning puts to work in relation to cultural politics and find it closely aligned with agendas of neoliberalism, sexism and ableism that operate to perform exclusion in schools and to de-professionalise teachers in feminised work. We argue that the metaphor of Visible Learning itself requires much more careful attention.},
  journal = {Discourse},
  keywords = {ableism,inclusion,John Hattie,metaphor,neoliberalism,sexism,Visible Learning}
}

@book{mcmahon2017,
  title = {Social and Emotional Skills Training for Children - the Fast Track Friendsh.},
  author = {Mcmahon, Robert J and {Phd}},
  year = {2017},
  isbn = {978-1-4625-3172-1}
}

@article{mcmahon2019,
  title = {The {{Impact}} of a {{Modified Initial Teacher Education}} on {{Challenging Trainees}}' {{Understanding}} of {{Neuromyths}}},
  author = {McMahon, Kendra and Yeh, Chloe Shu-Hua and Etchells, Peter J.},
  year = {2019},
  pages = {1--10},
  doi = {10.1111/mbe.12219},
  file = {/Users/nicolasbressoud/Zotero/storage/W2SXPEYB/McMahon_et_al-2019-Mind,_Brain,_and_Education.pdf},
  journal = {Mind, Brain, and Education}
}

@book{mcmahonSocialEmotionalSkills2017,
  title = {Social and Emotional Skills Training for Children - the Fast Track Friendsh.},
  author = {Mcmahon, Robert J and {Phd}},
  year = {2017},
  annotation = {OCLC: 1023305743},
  isbn = {978-1-4625-3172-1},
  language = {English}
}

@article{mcmanis2001,
  title = {Emotional Reactions in Children: Verbal, Physiological, and Behavioral Responses to Affective Pictures.},
  author = {McManis, M H and Bradley, M M and Berg, W K and Cuthbert, B N and Lang, P J},
  year = {2001},
  volume = {38},
  pages = {222--231},
  issn = {0048-5772},
  doi = {10.1017/S0048577201991140},
  abstract = {Many studies have shown a consistent pattern in adults' responses to affective pictures and there is growing evidence of gender differences, as well. Little is known, though, about children's verbal, behavioral, and physiological responses to affective pictures. Two experiments investigated children's responses to pictures. In Experiment 1, children, adolescents, and adults viewed pictures varying in affective content and rated them for pleasure, arousal, and dominance. Results indicated that children and adolescents rated the pictures similarly to adults. In Experiment 2, physiological responses, self-report, and viewing time were measured while children viewed affective pictures. As with adults, children's responses reflected the affective content of the pictures. Gender differences in affective evaluations, corrugator activity, skin conductance, startle modulation, and viewing time indicated that girls were generally more reactive to unpleasant materials.},
  journal = {Psychophysiology},
  number = {2}
}

@article{meyers2015,
  title = {Enhancing {{Psychological Capital}} and {{Personal Growth Initiative}}: {{Working}} on {{Strengths}} or {{Deficiencies}}},
  author = {Meyers, Maria Christina and {van Woerkom}, Marianne and {de Reuver}, Renee S.M. and Bakk, Zsuzsa and Oberski, Daniel L.},
  year = {2015},
  volume = {62},
  pages = {50--62},
  doi = {10.1037/cou0000050},
  abstract = {Personal growth initiative (PGI), defined as being proactive about one's personal development, is critical to graduate students' academic success. Prior research has shown that students' PGI can be enhanced through interventions that focus on stimulating developmental activities. Within this study, we aimed to investigate whether an intervention that stimulates development in the area of one's personal strengths (strengths intervention) has more beneficial effects on students' PGI than an intervention that stimulates development in the area of individual deficiencies (deficiency intervention). We conducted 2 longitudinal field experiments to investigate the effects of the 2 interventions on students' PGI (Experiment 1) and the potential mediating role of psychological capital (PsyCap) in this regard (Experiment 2). In Experiment 1, 105 (N ϭ 105) university students participated in either a strengths intervention or a deficiency intervention. Results indicated that the strengths intervention increased the students' PGI in the short but not in the long term, whereas the deficiency intervention did not affect PGI. Ninety students (N ϭ 90) participated in Experiment 2, in which we slightly refined both interventions by putting a stronger emphasis on the ongoing development of strengths (strengths intervention) or correction of deficiencies (deficiency intervention) by adding posttraining assignments. Results suggested that participating in both interventions led to increases in PGI over a 3-month period, but that these increases were bigger for the strengths intervention group. Furthermore, the relationship between the strengths intervention and PGI was mediated by hope as one component of PsyCap. A positive and proactive stance toward change and continuous self-improvement, in other words personal growth initiative (PGI), is a critical resource for today's graduate students facilitating not only academic but also future career success. The critical role of PGI for students can be underpinned by three key arguments. First, research evidence corroborates that PGI favorably affects students' psychological, social, and emotional well-being while they are at the university (Robitschek \& Keyes, 2009), and triggers them to actively explore different career opportunities (Robitschek \& Cook, 1999). Second, scholars have reasoned that personal growth initiative facilitates the transition from university to employment because students with high levels of PGI are certain about their roles in life, know what their career goals are, and pin down action points that will help them reach their goals (Stevic \& Ward, 2008). Finally, personal growth initiative is said to help individuals to cope with the multitude of challenging situations requiring change and adaptation, which they will inevitably encounter throughout their careers (Robitschek, 1998; Robitschek et al., 2012). Results of prior research indicate that PGI of students can be enhanced through purposeful interventions, in particular, through interventions that stimulate personal growth (Thoen \& Robitschek, 2013). However, individuals can either grow by overcoming their deficiencies or by building up their strengths, and this differenti-ation has, to our knowledge, not been considered in prior research. We hypothesize that interventions that aim at building up strengths (strengths interventions) as well as interventions that aim at over-coming deficiencies (deficiency interventions) will have positive effects on the participants' PGI, but that these effects will be stronger for strengths interventions. The reason why we expect more pronounced effects for strengths interventions is that using strengths has theoretically been linked to intrinsic motivation and fast learning (Peterson \& Seligman, 2004), which, in combination, facilitate the intentional pursuit of growth activities. We further-more hypothesize that the positive effects of the strengths inter-vention on PGI will be mediated by psychological capital (PsyCap), a state-like higher-order construct encompassing self-efficacy, optimism, hope, and resilience (Luthans et al., 2007). Again, we expect stronger effects for the strengths intervention, because working on strengths enhances the participants' confi-dence, success expectations, perseverance, and the ability to cope with setbacks (Govindji \& Linley, 2007), which, in turn, trigger proactive behaviors with regard to one's personal growth (Ogun-yemi, 2007). To investigate our research hypotheses, we conducted two field experiments in which we compared the effects of a strengths and},
  file = {/Users/nicolasbressoud/Zotero/storage/PVU22AID/Meyersetal.2015COU.pdf},
  journal = {Journal of Counseling Psychology},
  keywords = {Higher education,Personal growth initiative,Positive psychology,Psychological capital,Strengths interventions},
  number = {1}
}

@article{michael2018,
  title = {Attention et P\'edagogie . {{L}} ' Importance de l ' Attention En Classe},
  author = {Michael, G A},
  year = {2018},
  pages = {1--11},
  file = {/Users/nicolasbressoud/Zotero/storage/6XCC9J2T/Michael - 2018 - Attention et pédagogie . L ’ importance de l ’ attention en classe.pdf},
  keywords = {attention,classroom,learning,pedagogy}
}

@techreport{mind2006,
  title = {The {{Impact}} of a {{Modified Initial Teacher Education}} on {{Challenging Trainees}}' {{Understanding}} of {{Neuromyths}}},
  author = {Mind, Brain and Education (goswami, And},
  year = {2006},
  institution = {{Howard-Jones}},
  abstract = {Initial teacher education (ITE) offers an underutilized opportunity for bridging the gap between neuroscience research and educational practice. This article reports on innovations embedded within an ITE program to support trainee teachers to recognize and challenge the persistence of neuromyths. Education researchers, neuroscientists, and psychologists collaboratively applied design-based research to create, improve, and reflect on original neuroeducational teaching/learning resources for university-based primary (elementary) ITE trainees. Encouragingly, pre and postsurveys showed reductions in trainees' beliefs in neuromyths and a shift to responses showing uncertainty that suggested their beliefs became unsettled. The most persistent neuromyths were those regarding fish oils, left brain/right brain, and learning styles/visual, auditory, or kinaesthetic (VAK). Trainees retained their initial interest in knowledge about the brain and education, gained confidence, and became more critical about applying the learning sciences in educational contexts. The potential for educational neuroscience is being actively explored across the globe (Thomas, Ansari, \& Knowland, 2018). Over the past decade, there have been increasing calls for greater integration and collaboration between cognitive psychology, neuroscience, and teaching, but also a recognition that this is problematic and that deliberate bridging is required}
}

@article{mokgele2014,
  title = {A Structural Model of Student Well-Being.},
  author = {Mokgele, Kelebogile R F and Rothmann, Sebastiaan},
  year = {2014},
  volume = {44},
  pages = {514--527},
  issn = {0081-2463},
  doi = {10.1177/0081246314541589},
  abstract = {The aim of this study was to test a structural model of study demands and resources, student burnout, engagement, health, and satisfaction with life. A cross-sectional survey was used with first-year students in higher education institutions in South Africa (N = 936). The Study Demands and Resources Questionnaire, Oldenburg Burnout Inventory, Health Questionnaire, and Satisfaction with Life Scale were administered. The results showed that study demands and a lack of study resources (including the intrinsic nature of study tasks, relationships with lecturers, and social support of peers) were positively associated with burnout. The availability of study resources was positively associated with psychological well-being and engagement. Burnout predicted psychological unwell-being symptoms, while engagement predicted satisfaction with life. Burnout partially mediated the relationship between a lack of study resources and psychological unwell-being, while engagement partially mediated the relationship between the availability of study resources and satisfaction with life. (PsycINFO Database Record (c) 2014 APA, all rights reserved). (journal abstract)},
  journal = {South African Journal of Psychology},
  keywords = {Burnout,College Students,engagement,health,Higher Education,Life Satisfaction,Occupational Stress,satisfaction with life,study demands,study resources,Well Being DI  - 10.1177/0081246314541589},
  number = {4}
}

@book{morissette2002,
  title = {{Accompagner la construction des savoirs}},
  author = {Morissette, Ros{\'e}e and Voynaud, Micheline},
  year = {2002},
  publisher = {{Cheneli\`ere/McGraw-Hill}},
  address = {{Montr\'eal}},
  annotation = {OCLC: 634126269},
  isbn = {978-2-89461-551-5},
  language = {French}
}

@article{mota2016,
  title = {A {{Naturalistic Assessment}} of the {{Organization}} of {{Children}}'s {{Memories Predicts Cognitive Functioning}} and {{Reading Ability}}},
  author = {Mota, Nat{\'a}lia Bezerra and Weissheimer, Jana{\'i}na and Madruga, Beatriz and Adamy, Nery and Bunge, Silvia A. and Copelli, Mauro and Ribeiro, Sidarta},
  year = {2016},
  volume = {10},
  pages = {184--195},
  doi = {10.1111/mbe.12122},
  abstract = {\textcopyright{} 2016 International Mind, Brain, and Education Society and Wiley Periodicals, Inc. To explore the relationship between memory and early school performance, we used graph theory to investigate memory reports from 76 children aged 6\textendash 8 years. The reports comprised autobiographical memories of events days to years past, and memories of novel images reported immediately after encoding. We also measured intelligence quotient (IQ) and theory of mind (ToM). Reading and Mathematics were assessed before classes began (December 2013), around the time of report collection (June 2014), and at the end of the academic year (December 2014). IQ and ToM correlated positively with word diversity and word-to-word connectivity, and negatively with word recurrence. Connectivity correlated positively with Reading in June 2014 as well as December 2014, even after adjusting for IQ and ToM. To our knowledge, this is the first study demonstrating a link between the structure of children's memories and their cognitive or academic performance.},
  journal = {Mind, Brain, and Education},
  number = {3}
}

@article{muis2015,
  title = {The Role of Epistemic Emotions in Mathematics Problem Solving},
  author = {Muis, Krista R. and Psaradellis, Cynthia and Lajoie, Susanne P. and Di Leo, Ivana and Chevrier, Marianne},
  year = {2015},
  volume = {42},
  pages = {172--185},
  issn = {http://dx.doi.org/10.1016/j.cedpsych.2015.06.003},
  doi = {10.1016/j.cedpsych.2015.06.003},
  abstract = {The purpose of this research was to examine the antecedents and consequences of epistemic and activity emotions in the context of complex mathematics problem solving. Seventy-nine elementary students from the fifth grade participated. Students self-reported their perceptions of control and value specific to mathematics problem solving, and were given a complex mathematics problem to solve over a period of several days. At specific time intervals during problem solving, students reported their epistemic and activity emotions. To capture self-regulatory processes, students thought out loud as they solved the problem. Path analyses revealed that both perceived control and value served as important antecedents to the epistemic and activity emotions students experienced during problem solving. Epistemic and activity emotions also predicted the types of processing strategies students used across three phases of self-regulated learning during problem solving. Finally, shallow and deep processing cognitive and metacognitive strategies positively predicted problem-solving performance. Theoretical and educational implications are discussed.},
  file = {/Users/nicolasbressoud/Zotero/storage/7RCAXJAA/1-s2.0-S0361476X15000296-main.pdf},
  journal = {Contemporary Educational Psychology},
  keywords = {Activity emotions,Epistemic emotions,Learning strategies,Mathematics problem solving,Perceived control and value}
}

@article{muller2018,
  title = {Peer Influence on Disruptive Classroom Behavior Depends on Teachers' Instructional Practice},
  author = {M{\"u}ller, Christoph M. and Hofmann, Verena and Begert, Thomas and Cillessen, Antonius H.N.},
  year = {2018},
  month = may,
  volume = {56},
  pages = {99--108},
  issn = {01933973},
  doi = {10.1016/j.appdev.2018.04.001},
  abstract = {This study investigated whether early adolescents' disruptive classroom behavior is predicted by descriptive classroom norms for such behavior (i.e., mean level of classmates' disruptive behaviors). We further examined whether classmates' influence on a student's disruptive behavior varies based on teacher's instructional practice. Participants were 701 adolescents (M = 13.12 years; 48.8\% girls) who were followed across six measurement points from Grades 7 through 9. Multilevel analyses showed that subsequent individual disruptive behavior was predicted by earlier levels of disruptive behavior in the classroom. Peer influence on disruptive behavior was lower when students perceived that their teacher's instruction was more supportive and interesting. When students reported that their teacher used more ability differentiation (e.g., ability grouping), peer influence on disruptive behavior was higher.},
  file = {/Users/nicolasbressoud/Zotero/storage/DRG2N62E/Müller et al. - 2018 - Peer influence on disruptive classroom behavior de.pdf},
  journal = {Journal of Applied Developmental Psychology},
  language = {en}
}

@article{munafo2017,
  title = {Towards a {{New Culture}} in {{Physical Education}} with the {{Universal Design}} for {{Learning}}},
  author = {Munafo, Carmelo},
  year = {2017},
  month = jan,
  volume = {5},
  pages = {1--10},
  issn = {2148-1148},
  doi = {10.14486/IntJSCS610},
  abstract = {The traditional ``one-size-fits-all'' approach to curriculum tends to ignore the individual diversity in learning strengths, challenges, and interests creating barriers to learning and inclusion in Physical Education.},
  file = {/Users/nicolasbressoud/Zotero/storage/MLJGNJ5J/Munafo - 2017 - Towards a New Culture in Physical Education with t.pdf},
  journal = {International journal of Science Culture and Sport},
  language = {en},
  number = {22}
}

@book{musial2020,
  title = {{Pr\'ecis d'ing\'enierie p\'edagogique}},
  author = {Musial, Manuel and Tricot, Andr{\'e}},
  year = {2020},
  annotation = {OCLC: 1140725480},
  isbn = {978-2-8073-2419-0},
  language = {French}
}

@article{n.2014,
  title = {The Strengths Based Approach as a Service Delivery Model for Severe Mental Illness: {{A}} Meta-Analysis of Clinical Trials},
  author = {N., Ibrahim and M., Michail and P., Callaghan},
  year = {2014},
  volume = {14},
  doi = {10.1186/s12888-014-0243-6},
  abstract = {Background: The strengths-based approach is considered a paradigm shift from the deficits- focused service delivery models. The aim of this review was to systematically review randomised controlled trials (RCTs) and quasi experimental studies examining the impact of the strengths-based approach on level of functioning and quality of life as primary outcomes and psychotic symptoms as secondary outcomes in people diagnosed with severe mental illness.Methods: This review was conducted in the School of Health Sciences, University of Nottingham, United Kingdom. Participants in the primary studies were adults diagnosed with psychotic disorders. The methodological quality of the included studies was assessed independently by two reviewers using " Consort 2010" checklist for the randomized controlled trials or " TREND" for the quasi-experimental studies. The EPOC checklist was used for data extraction while management of data and meta-analysis were performed using Review Manager software (RevMan version 5.2).Results: No significant difference was found between the strengths-based approach and other service delivery models in level of functioning and quality of life. However, a significant effect on symptoms favouring other service delivery models was reported.Conclusion: Based upon evidence of moderate quality, this review suggests there is no effect of the strengths-based model of service delivery in level of functioning and quality of life in adults diagnosed with severe mental illness. The number of trials is low; therefore further evidence is required to ascertain the impact of the strengths-based approach in community mental health care.},
  file = {/Users/nicolasbressoud/Zotero/storage/DV25J3ZN/s12888-014-0243-6.pdf},
  journal = {BMC Psychiatry},
  keywords = {article,checklist,disease severity,health care delivery,human,mental disease,meta analysis,outcome assessment,psychosis,quality of life,quasi experimental study,randomized controlled trial (topic)},
  number = {1}
}

@article{nader-grosbois2016,
  title = {Comment Soutenir Efficacement Les Comp\'etences \'Emotionnelles et Sociales d'enfants \`a Besoins Sp\'ecifiques En Milieu Pr\'escolaire et Scolaire~?},
  author = {{Nader-Grosbois}, Nathalie and Houssa, Marine and Jacobs, Emilie and Mazzone, St{\'e}phanie},
  year = {2016},
  volume = {Num\'ero544},
  pages = {295--295},
  doi = {10.3917/bupsy.544.0295},
  journal = {Bulletin de psychologie},
  number = {4}
}

@article{nef2012,
  title = {Comportementale et {{Cognitive Septembre}}},
  author = {Nef, Philippot, P., Verhofstadt, L., F.},
  year = {2012},
  volume = {XVII},
  pages = {4--23},
  journal = {Revue francophone de clinique comportementale et cognitive},
  number = {3}
}

@book{nelsen2014,
  title = {La Discipline Positive: En Famille, \`a l'\'ecole, Comment \'Eduquer Avec Fermet\'e et Bienveillance},
  author = {Nelsen, Jane and Sabat{\'e}, B{\'e}atrice and Delacroix, St{\'e}phanie},
  year = {2014},
  publisher = {{Marabout}},
  address = {{Paris}},
  isbn = {978-2-501-08795-7}
}

@book{nelsen2019,
  title = {{La discipline positive dans la classe: [favoriser l'apprentissage en d\'eveloppant respect, coop\'eration et responsabilit\'e}},
  shorttitle = {{La discipline positive dans la classe}},
  author = {Nelsen, Jane and Lott, Lynn and Glenn, Stephen},
  year = {2019},
  annotation = {OCLC: 1134685347},
  isbn = {978-2-501-13538-2},
  language = {French}
}

@book{nelsenDisciplinePositiveFamille2014,
  title = {{La discipline positive: en famille, \`a l'\'ecole, comment \'eduquer avec fermet\'e et bienveillance}},
  shorttitle = {{La discipline positive}},
  author = {Nelsen, Jane and Sabat{\'e}, B{\'e}atrice and Delacroix, St{\'e}phanie},
  year = {2014},
  publisher = {{Marabout}},
  address = {{Paris}},
  annotation = {OCLC: 897585502},
  isbn = {978-2-501-08795-7},
  language = {French}
}

@article{nenniger2020,
  title = {Do Peers Influence Autistic Behaviours? {{First}} Insights from Observations Made by Teachers},
  author = {Nenniger, Gina and M{\"u}ller, Christoph M.},
  year = {2020},
  pages = {1--14},
  doi = {10.1080/08856257.2020.1783799},
  file = {/Users/nicolasbressoud/Zotero/storage/4EQD3FSI/Do peers influence autistic behaviours First insights from observations made by teachers.pdf},
  journal = {European Journal of Special Needs Education}
}

@book{niemiec2017,
  title = {Character Strengths Interventions: A Field Guide for Practitioners},
  author = {Niemiec, Ryan M},
  year = {2017},
  publisher = {{Hogrefe}},
  address = {{Boston, MA}},
  isbn = {978-0-88937-492-8},
  keywords = {Character,Positive psychology}
}

@article{niemiec2017a,
  title = {Character Strengths and Intellectual and Developmental Disability: {{A}} Strengths-Based Approach from Positive Psychology.},
  author = {Niemiec, Ryan M and Shogren, Karrie A and Wehmeyer, Michael L},
  year = {2017},
  volume = {52},
  pages = {13--25},
  issn = {2154-1647},
  abstract = {There has been limited focus in the disability field on assessing and intervening to promote strengths of character. However, character strengths have received significant attention in the broader field of positive psychology. This paper provides an overview of the growing science of character strengths and explores why and how character strengths are relevant to people with intellectual and developmental disabilities and a strengths-based perspective in the disability field. We offer key concepts, research findings, and interventions from the science of character that can provide a framework for the intellectual and developmental disabilities field to begin to build on strengths of character to enhance the systems of supports and quality of life outcomes experienced by people with intellectual and developmental disabilities.},
  file = {/Users/nicolasbressoud/Zotero/storage/B76UQFUP/Niemiec et al. - 2017 - Character strengths and intellectual and developme.PDF},
  journal = {Education and Training in Autism and Developmental Disabilities},
  number = {1}
}

@article{niemiec2019,
  title = {Six {{Functions}} of {{Character Strengths}} for {{Thriving}} at {{Times}} of {{Adversity}} and {{Opportunity}}: A {{Theoretical Perspective}}},
  author = {Niemiec, Ryan M.},
  year = {2019},
  doi = {10.1007/s11482-018-9692-2},
  abstract = {Life is a collection of moments, some light and pleasant, some dark and unpleasant, some neutral. Character strengths contribute to the full range of human experiences, influencing and creating positive opportunities while also helping us to endure the mundane and embrace and navigate the struggles. Some researchers have argued that thriving, which casts a wider net on the human experience than constructs such as flourishing or resilience, constitutes strong well-being and performance at times of both adversity and opportunity (Brown et al. 2017). With this and the many findings in the science of character in mind, six character strengths functions are theorized and then applied across time orientations, making the case for the integral role of character strengths in these matters of thriving. Three opportunity functions are offered, including priming in which character strengths prompt and prepare for strengths awareness and use; mindfulness in which character strengths serve in synergy with mindful awareness of the present reality; and appreciation in which character strengths use expresses value for what has occurred. The three adversity functions include: buffering \textendash{} character strengths use prevents problems; reappraisal \textendash{} character strengths explain or reinterpret problems; and resilience \textendash{} character strengths support the bounce-back from life setbacks. Several applications of these six functions for vocational and educational settings are explored.},
  file = {/Users/nicolasbressoud/Zotero/storage/9PNSKY3A/CSthriving6functions-theoryarticleNiemiec2019.pdf},
  journal = {Applied Research in Quality of Life},
  keywords = {Adversity,Appreciation,Buffering,Character strengths,Mindfulness,Opportunity,Priming,Reappraisal,Resilience,Thriving},
  number = {February}
}

@book{niemiecCharacterStrengthsInterventions2017,
  title = {Character Strengths Interventions: A Field Guide for Practitioners},
  shorttitle = {Character Strengths Interventions},
  author = {Niemiec, Ryan M.},
  year = {2017},
  publisher = {{Hogrefe}},
  address = {{Boston, MA}},
  annotation = {OCLC: ocn967974796},
  isbn = {978-0-88937-492-8},
  keywords = {Character,Positive psychology},
  lccn = {BF204.6 .N535 2017}
}

@book{niemiecPowerCharacterStrengths2019,
  title = {The {{Power}} of Character Strengths: Appreciate and Ignite Your Positive Personality},
  shorttitle = {The {{Power}} of Character Strengths},
  author = {Niemiec, Ryan M.},
  year = {2019},
  publisher = {{VIA Institute on Character}},
  address = {{Cincinnati, OH}},
  isbn = {978-0-578-43429-2}
}

@article{nolen-hoeksema1986,
  title = {Learned Helplessness in Children: {{A}} Longitudinal Study of Depression, Achievement, and Explanatory Style. {{Journal}} of {{Personality}} \&},
  author = {{Nolen-hoeksema}, S and Girgus, J S and Seligman, M E},
  year = {1986},
  volume = {51},
  pages = {435--442},
  doi = {10.1037/0022-3514.51.2.435},
  abstract = {In this longitudinal study, the depressive symptoms, life events, and explanatory styles of 168 school children were measured five times during the course of 1 year. Measures of school achievement were obtained once during the year. Depressive symptoms and explanatory styles were found to be quite stable over the year. As predicted by the reformulated learned helplessness theory, explanatory style both correlated with concurrent levels of depression and school achievement and predicted later changes in depression during the year. Depression also predicted later explanatory styles. The implications of these results for intervention with children with depressive symptoms or school achievement problems are discussed. \textcopyright{} 1986 American Psychological Association.},
  journal = {Social Psychology},
  number = {2}
}

@book{norem2015,
  title = {D\'ecouvrez Le Pouvoir Positif Du Pessimisme!},
  author = {Norem, Julie and Boniwell, Ilona},
  year = {2015},
  publisher = {{InterEditions}},
  address = {{Paris}},
  isbn = {978-2-7296-1505-5}
}

@book{noremDecouvrezPouvoirPositif2015,
  title = {{D\'ecouvrez le pouvoir positif du pessimisme!}},
  author = {Norem, Julie and Boniwell, Ilona},
  year = {2015},
  publisher = {{InterEditions}},
  address = {{Paris}},
  annotation = {OCLC: 919031110},
  isbn = {978-2-7296-1505-5},
  language = {French}
}

@article{norrish2013,
  title = {An Applied Framework for {{Positive Education}}},
  author = {Norrish, Jm},
  year = {2013},
  volume = {3},
  pages = {147--161},
  issn = {1179-8602},
  doi = {10.5502/ijw.v3i2.2},
  abstract = {he increasing momentum of the Positive Psychology movement has seen burgeoning research in positive mental health and adaptive functioning; a critical question is how this knowledge can now be applied in real-world settings. Positive Education seeks to combine principles of Positive Psychology with best-practice teaching and with educational paradigms to promote optimal development and flourishing in the school setting. Interest in Positive Education continues to grow in line with increasing recognition of the important role played by schools in fostering wellbeing, and the link between wellbeing and academic success. To date, however, a framework to guide the implementation of Positive Education in schools has been lacking. This paper provides an overview of the Geelong Grammar School (GGS) Model for Positive Education, an applied framework developed over five years of implementing Positive Education as a whole-school approach in one Australian school. Explicit and implicit teaching in combination with school-wide practices target six wellbeing domains, including positive emotions, positive engagement, positive accomplishment, positive purpose, positive relationships, and positive health, underpinned by a focus on character strengths. The Model provides a structured pathway for implementing Positive Education in schools, a framework to guide evaluation and research, and a foundation for further theoretical discussion and development.},
  journal = {International Journal of Wellbeing},
  keywords = {1,2006,an applied framework for,and illness,and the emergence,flourishing,keyes,physical health consists of,positive education,positive psychology,that good mental and,the absence of pathology,the presence of,there is increasing recognition,wellbeing,wellbeing in addition to},
  number = {2}
}

@article{oades2016,
  title = {The {{Psychology}} of {{Positivity}} and {{Strengths}}\&;\#x02010;{{Based Approaches}} at {{Work}}},
  author = {Oades, Lindsay G. and Steger, Michael F. and Fave, Antonella Delle and Passmore, Jonathan},
  year = {2016},
  pages = {1--8},
  issn = {9781118977620},
  doi = {10.1002/9781118977620.ch1},
  journal = {The Wiley Blackwell Handbook of the Psychology of Positivity and Strengths\&;\#x02010;Based Approaches at Work},
  number = {December}
}

@article{obsuth2017,
  title = {A {{Non}}-Bipartite {{Propensity Score Analysis}} of the {{Effects}} of {{Teacher}}-{{Student Relationships}} on {{Adolescent Problem}} and {{Prosocial Behavior}}},
  author = {Obsuth, Ingrid and Murray, Aja Louise and Malti, Tina and Sulger, Philippe and Ribeaud, Denis and Eisner, Manuel},
  year = {2017},
  volume = {46},
  pages = {1661--1687},
  doi = {10.1007/s10964-016-0534-y},
  abstract = {Previous research suggests a link between the quality of teacher\textendash student relationships and the students' behavioral outcomes; however, the observational nature of past studies makes it difficult to attribute a causal role to the quality of these relationships. In the current study, therefore, we used a propensity score analysis approach to evaluate whether students who were matched on their propensity to experience a given level of relationship quality but differed on their actual relationship quality diverged on their concurrent and subsequent problem and prosocial behavior. Student/self, teacher, and parent-(only waves 1\textendash 3) reported data from 8 waves of the Zurich Project on the Social Development of Children and Youths (z-proso), a longitudinal study of Swiss youth among a culturally diverse sample of 7-to 15-year-olds were uti-lized. The initial sample included 1483 (49.4 \% female) students for whom information relevant for this study was available. The sample represented families from around 80 different countries, from across all the continents; with approximately 42 \% of the female primary caregivers having been born in Switzerland. Following successful matching, we found that students who reported better relationships with their teachers and whose teachers reported better relationships with them evidenced fewer problem behaviors concurrently and up to 4 years later. There was also evidence for an analogous effect in pre-dicting prosocial behavior. The implications of these findings are discussed in relation to prevention and inter-vention practices.},
  journal = {Journal of Youth and Adolescence},
  keywords = {Longitudinal design,Non-bipartite matching,Problem behavior,Prosocial behavior,Teacher???student relationship},
  number = {8}
}

@book{ouellet2018,
  title = {Soutenir Le Go\^ut de l'\'ecole: Le Plaisir d'apprendre Ensemble},
  shorttitle = {Soutenir Le Go\^ut de l'\'ecole},
  editor = {Ouellet, Sylvie},
  year = {2018},
  edition = {2e \'edition},
  publisher = {{Presses de l'Universit\'e du Qu\'ebec}},
  address = {{Qu\'ebec, Qu\'ebec}},
  abstract = {"Dans la premi\`ere \'edition de Soutenir le go\^ut de l'\'ecole, une question importante \'etait pos\'ee : "Est-il r\'eellement possible de soutenir le go\^ut de l'\'ecole des \'el\`eves \`a risque de d\'ecrochage ou d'\'echec scolaire ?" Cette deuxi\`eme \'edition tente d'y r\'epondre en proposant des approches et des strat\'egies portant sur le plaisir d'apprendre ensemble. Ainsi, ce collectif invite les lecteurs \`a s'investir dans des actions concr\`etes avec tous les enfants, actions qui visent \`a aider ces derniers \`a d\'evelopper une affection pour l'\'ecole, un sentiment de bien-\^etre et d'engagement envers "son" \'ecole et \`a affirmer une conviction collective qu'apprendre est agr\'eable. En plus des 13 chapitres remani\'es et mis \`a jour, 4 nouveaux chapitres traitent de l'environnement et de la pers\'ev\'erance, de la p\'edagogie universelle pour soutenir l'engagement de l'\'el\`eve, du recours aux technologies pour le d\'eveloppement du potentiel des jeunes et d'un mod\`ele holistique d'apprentissage inspir\'e d'une approche autochtone. Les praticiens et chercheurs qui ont contribu\'e \`a ce collectif suscitent la r\'eflexion et invitent \`a l'action en articulant leurs propos autour de trois th\`emes principaux : "Le potentiel du jeune", "L'intervenant inspirant : pour un agir qui donne du sens \`a l'apprentissage" et, finalement, "Pour une \'ecole actualis\'ee o\`u tous sont engag\'es" " --From the publisher},
  isbn = {978-2-7605-4472-7},
  keywords = {Academic achievement,Dropouts,Educational equalization,Learning disabled youth,Motivation in education,Prevention},
  lccn = {LB1065 .S635 2018},
  number = {45},
  series = {Collection {{\'Education}}-Intervention}
}

@book{ouellet2018a,
  title = {Soutenir Le Go\^ut de l'\'ecole: Le Plaisir d'apprendre Ensemble},
  shorttitle = {Soutenir Le Go\^ut de l'\'ecole},
  editor = {Ouellet, Sylvie},
  year = {2018},
  edition = {2e \'edition},
  publisher = {{Presses de l'Universit\'e du Qu\'ebec}},
  address = {{Qu\'ebec, Qu\'ebec}},
  abstract = {"Dans la premi\`ere \'edition de Soutenir le go\^ut de l'\'ecole, une question importante \'etait pos\'ee : "Est-il r\'eellement possible de soutenir le go\^ut de l'\'ecole des \'el\`eves \`a risque de d\'ecrochage ou d'\'echec scolaire ?" Cette deuxi\`eme \'edition tente d'y r\'epondre en proposant des approches et des strat\'egies portant sur le plaisir d'apprendre ensemble. Ainsi, ce collectif invite les lecteurs \`a s'investir dans des actions concr\`etes avec tous les enfants, actions qui visent \`a aider ces derniers \`a d\'evelopper une affection pour l'\'ecole, un sentiment de bien-\^etre et d'engagement envers "son" \'ecole et \`a affirmer une conviction collective qu'apprendre est agr\'eable. En plus des 13 chapitres remani\'es et mis \`a jour, 4 nouveaux chapitres traitent de l'environnement et de la pers\'ev\'erance, de la p\'edagogie universelle pour soutenir l'engagement de l'\'el\`eve, du recours aux technologies pour le d\'eveloppement du potentiel des jeunes et d'un mod\`ele holistique d'apprentissage inspir\'e d'une approche autochtone. Les praticiens et chercheurs qui ont contribu\'e \`a ce collectif suscitent la r\'eflexion et invitent \`a l'action en articulant leurs propos autour de trois th\`emes principaux : "Le potentiel du jeune", "L'intervenant inspirant : pour un agir qui donne du sens \`a l'apprentissage" et, finalement, "Pour une \'ecole actualis\'ee o\`u tous sont engag\'es" " --From the publisher},
  isbn = {978-2-7605-4472-7},
  keywords = {Academic achievement,Dropouts,Educational equalization,Learning disabled youth,Motivation in education,Prevention},
  lccn = {LB1065 .S635 2018},
  number = {45},
  series = {Collection {{\'Education}}-Intervention}
}

@article{owens2020,
  title = {What Does Positive Psychology Tell Us about Early Intervention and Prevention with Children and Adolescents? {{A}} Review of Positive Psychological Interventions with Young People},
  shorttitle = {What Does Positive Psychology Tell Us about Early Intervention and Prevention with Children and Adolescents?},
  author = {Owens, Rhea L. and Waters, Lea},
  year = {2020},
  month = jul,
  pages = {1--10},
  issn = {1743-9760, 1743-9779},
  doi = {10.1080/17439760.2020.1789706},
  abstract = {This paper reviews school-based (n = 212) and clinically-based (n = 68) positive psychological interventions (PPIs) for children and adolescents. A new 3 \texttimes{} 3 classification of PPIs was developed based on the processes and content of the PPI and the outcomes measured. This classification involves 9 different types of interventions depending on whether the intervention focuses on positive, remedial, or both positive and remedial processes and content, and whether the inter\- vention aims to evade or address challenges, deficits, or disorders or improve or elicit positive outcomes. Positive content-balanced outcomes interventions were the most common type used in schools (38\%) and clinical settings (63\%). Mindfulness was the most common approach used (49\% in schools and 71\% in clinical settings). Surprisingly, relatively few studies focused on wellestablished positive psychological constructs, such as strengths, hope, and gratitude. Overall, the results suggest strong support for the use of PPIs in school and clinical contexts.},
  file = {/Users/nicolasbressoud/Zotero/storage/5NJL5XDA/Owens et Waters - 2020 - What does positive psychology tell us about early .pdf},
  journal = {The Journal of Positive Psychology},
  language = {en}
}

@article{pakarinen2010,
  title = {Classroom Organization and Teacher Stress Predict Learning Motivation in Kindergarten Children},
  author = {Pakarinen, Eija and Kiuru, Noona and Lerkkanen, Marja Kristiina and Poikkeus, Anna Maija and Siekkinen, Martti and Nurmi, Jari Erik},
  year = {2010},
  volume = {25},
  pages = {281--300},
  issn = {0256-2928},
  doi = {10.1007/s10212-010-0025-6},
  abstract = {This study examined the extent to which observed teaching practices and self-reported teacher stress predict children's learning motivation and phonological awareness in kindergarten. The pre-reading skills of 1,268 children were measured at the beginning of their kindergarten year. Their learning motivation and phonological awareness were assessed in the following spring. Questionnaires measuring teacher stress were filled out by 137 kindergarten teachers. A pair of trained observers used the Classroom Assessment Scoring System (Pianta et al. 2008) to observe 49 kindergarten teachers from the whole sample on their emotional support, classroom organization, and instructional support. The results of multilevel modeling showed that low teacher stress and high classroom organization predicted high learning motivation in children and that the children's learning motivation contributed to their level of phonological awareness. Moreover, children's learning motivation mediated the association between teacher stress and children's phonological awareness. The results emphasize the importance of teachers' pedagogical well-being and classroom organizational quality for children's learning motivation.},
  journal = {European Journal of Psychology of Education},
  keywords = {Classroom organization,Kindergarten,Learning motivation,Pre-reading skills,Teacher stress},
  number = {3}
}

@article{pakarinen2011,
  title = {Instructional Support Predicts Children's Task Avoidance in Kindergarten},
  author = {Pakarinen, Eija and Kiuru, Noona and Lerkkanen, Marja Kristiina and Poikkeus, Anna Maija and Ahonen, Timo and Nurmi, Jari Erik},
  year = {2011},
  volume = {26},
  pages = {376--386},
  issn = {0885-2006},
  doi = {10.1016/j.ecresq.2010.11.003},
  abstract = {This study examined the role of observed classroom quality in children's task-avoidant behavior and math skills in kindergarten. To investigate this, 1268 children were tested twice on their math skills during their kindergarten year. Kindergarten teachers (N= 137) filled in questionnaires measuring their professional experience and also rated the children on their task-avoidant versus task-focused behaviors. Trained observers used the CLASS instrument (Pianta, La Paro, \& Hamre, 2008) to observe 49 kindergarten teachers (out of 137) on their emotional support, classroom organization, and instructional support. The results of multilevel modeling showed that kindergarten classrooms differed in terms of children's task-avoidant behavior and math skills. Moreover, the more instructional support was evidenced in the classroom, the less children were rated as showing task-avoidant behavior. Task-avoidant behavior then predicted children's low levels of math skills. The findings of the present study emphasize the importance of quality of instructional support for children's adaptive classroom behaviors. ?? 2011 Elsevier Inc.},
  journal = {Early Childhood Research Quarterly},
  keywords = {Classroom observations,Instructional support,Mathematics,Task-avoidant behavior},
  number = {3}
}

@article{pakarinen2014,
  title = {The Cross-Lagged Associations between Classroom Interactions and Children's Achievement Behaviors},
  author = {Pakarinen, E. and Aunola, K. and Kiuru, N. and Lerkkanen, M. K. and Poikkeus, A. M. and Siekkinen, M. and Nurmi, J. E.},
  year = {2014},
  volume = {39},
  pages = {248--261},
  doi = {10.1016/j.cedpsych.2014.06.001},
  abstract = {This study examined the cross-lagged associations between the quality of classroom interactions and children's behaviors in achievement situations. The achievement behaviors in challenging test situations of 166 Finnish children from 70 classrooms were rated by trained testers in grades 1 and 2. The quality of classroom interactions in terms of emotional support, classroom organization, and instructional support were observed in 25 classrooms (out of 70) in grades 1 and 2. The results of multilevel modeling showed that classroom teachers' low emotional support predicted children's subsequent high passive avoidance, whereas high classroom organization and instructional support predicted children's high social dependence. Furthermore, the more children showed active task avoidance, the more emotional and instructional support and classroom organization teachers showed later on in the classroom. The findings emphasize the importance of warm and supportive classroom interactions for children's adaptive achievement behaviors. The results also suggest that teachers adapt their classroom interactions with respect to children's active task avoidance. ?? 2014 Elsevier Inc.},
  journal = {Contemporary Educational Psychology},
  keywords = {Academic skills,Classroom interactions,Passive avoidance,Social dependence,Task avoidance},
  number = {3}
}

@article{pang2019,
  title = {Fusing {{Character Strengths}} and {{Mindfulness Interventions}} : {{Benefits}} for {{Job Satisfaction}} and {{Performance}}},
  author = {Pang, Dandan and Ruch, Willibald},
  year = {2019},
  volume = {24},
  pages = {150--162},
  file = {/Users/nicolasbressoud/Zotero/storage/2QDLMXL4/2019-05630-003.pdf},
  keywords = {character strengths,job satisfaction,mindfulness-based intervention,task performance},
  number = {1}
}

@article{park2015,
  title = {Positive {{Character}} to {{Psychology Strengths}} : And {{Strengths}}-{{Based Counseling}}},
  author = {Park, Nansook and Peterson, Christopher},
  year = {2015},
  volume = {12},
  pages = {85--92},
  number = {2}
}

@article{patterson2016,
  title = {Putting the Brakes on the Brakes: Negative Emotion Disrupts Cognitive Control Network Functioning and Alters Subsequent Stopping Ability},
  author = {Patterson, Tara K. and Lenartowicz, Agatha and Berkman, Elliot T. and Ji, Danni and Poldrack, Russell A. and Knowlton, Barbara J.},
  year = {2016},
  issn = {0014-4819 (Print)\textbackslash r0014-4819 (Linking)},
  doi = {10.1007/s00221-016-4709-2},
  abstract = {The ability to inhibit unwanted responses is critical for effective control of behavior, and inhibition failures can have disastrous consequences in real-world situations. Here, we examined how prior exposure to negative emotional stimuli affects the response-stopping network. Participants performed the stop-signal task, which relies on inhibitory control processes, after they viewed blocks of either negatively emotional or neutral images. In Experiment 1, we found that neural activity was reduced following negative image viewing. When participants were required to inhibit responding after neutral image viewing, we observed activation consistent with previous studies using the stop-signal task. However, when participants were required to inhibit responding after negative image viewing, we observed reductions in the activation of ventrolateral prefrontal cortex, dorsolateral prefrontal cortex, medial frontal cortex, and parietal cortex. Furthermore, analysis of neural connectivity during stop-signal task blocks indicated that across participants, emotion-induced changes in behavioral performance were associated with changes in functional connectivity, such that greater behavioral impairment after negative image viewing was associated with greater weakening of connectivity. In Experiment 2, we collected behavioral data from a larger sample of participants and found that stopping performance was impaired after negative image viewing, as seen in longer stop-signal reaction times. The present results demonstrate that negative emotional events can prospectively disrupt the neural network supporting response inhibition.},
  journal = {Experimental Brain Research},
  keywords = {Cognitive control,Emotion,Functional connectivity,Mood,Neural network,Prefrontal cortex}
}

@article{pearson2008,
  title = {Pretend Play and Positive Psychology: {{Natural}} Companions},
  author = {Pearson, Beth L. and Russ, Sandra W. and Spannagel, Sarah A.Cain},
  year = {2008},
  volume = {3},
  pages = {110--119},
  issn = {1743-9760},
  doi = {10.1080/17439760701760617},
  abstract = {In this article we posit that (1) research on pretend play fits under the umbrella of the positive psychology movement, (2) pretend play involves a multitude of processes that are linked to adaptive functioning, and (3) understanding and implementing knowledge of pretend play processes in therapy or interventions may lead to more optimal functioning in children. We review five areas of positive psychology in relation to pretend play: (1) creativity, (2) coping, (3) emotion regulation, (4) empathy/emotional understanding, and (5) hope. Implications for interventions and future research questions are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved) (journal abstract)},
  journal = {Journal of Positive Psychology},
  keywords = {Coping,Creativity,Emotion regulation,Empathy,Hope,Play,Positive psychology},
  number = {2}
}

@article{pekrun2002,
  title = {Positive {{Emotions}} in {{Education}}},
  author = {Pekrun, Reinhard and Goetz, Thomas and Titz, Wolfram and Perry, Raymond P},
  year = {2002},
  pages = {149--173},
  issn = {019850814X},
  doi = {10.1207/S15326985EP3702},
  abstract = {Positive emotions are essential for human behaviour and adaption. They help to envision goals and challenges, open the mind to thoughts and problem-solving, protect health by fostering resiliency, create attachments to significant others, lay the groundwork for individual self-regulation, and guide the behaviour of groups, social systems, and nations. In spite of their many functions, however, positive emotions have been neglected by psychology. Until recently, psychology has focused on the dark side of human life. Psycho- pathological behaviour, negative emotions emanating from stress, and coping with stress and negative emotions have been studied extensively, whereas adaptive behaviour, positive emotions, and proactive coping did not receive that much attention (cf. Frydenberg 1997; Fredrickson 2001). Furthermore, traditional theories addressing the functions of positive emotions for cognition and behaviour have focused on negative effects of positive emotions, instead of their regulatory benefits (cf. Aspinwall 1998).},
  journal = {Beyond Coping: Meeting Goals, Visions and Challenges}
}

@article{pekrun2006,
  title = {The Control-Value Theory of Achievement Emotions: {{Assumptions}}, Corollaries, and Implications for Educational Research and Practice},
  author = {Pekrun, Reinhard},
  year = {2006},
  volume = {18},
  pages = {315--341},
  issn = {1040-726X},
  doi = {10.1007/s10648-006-9029-9},
  abstract = {O que \'e a teoria controlo-valor das emo\c{c}\~oes de realiza\c{c}\~ao e as suas implica\c{c}\~oes para a investiga\c{c}\~ao e pr\'actica educacional. Fornece uma base de trabalho para analisar os antecedentes e efeitos das emo\c{c}\~oes experimentadas em cen\'arios de aprendizagem e acad\'emicos. Esta teoria baseia-se na premissa de que as avalia\c{c}\~oes de Controlo e Valores s\~ao centrais para o despoletar de emo\c{c}oes de realiza\c{c}\~ao, e isso inclui emo\c{c}\~oes relacionadas com a actividade tais como o prazer, frustra\c{c}\~ao, e aborrecimentos experimentados na aprendizagem, assim como emo\c{c}\~oes Resultado tais como a alegria, esperan\c{c}a, orgulho, ansiedade, desespero, vergonha, e ira relacionadas com o sucesso ou o fracasso. Os corol\'arios da teoria dizem respeito \`a multiplicidade e especificidade do dom\'inio das emo\c{c}\~oes de realiza\c{c}\~ao; aos antecedentes individuais mais distais e antecedentes sociais, os seus efeitos no empenho e realiza\c{c}ao, e as liga\c{c}\~oes rec\'iprocas entre as emo\c{c}\~oes, os antecedentes e efeitos; \`a regula\c{c}\~ao e desenvolvimento destas emo\c{c}\~oes; e \`a sua universalidade relativa atrav\'es dos g\'eneros e das culturas. As implica\c{c}\~oes mencionadas dizem respeito \`a integra\c{c}\~ao conceptual da emo\c{c}\~ao, motiva\c{c}\~ao, e cogni\c{c}\~ao, e a necessidade de avan\c{c}ar paradigmas de m\'etodos-misturados. A fechar, s\~ao discutidas implica\c{c}\~oes para a pr\'actica educacional.},
  journal = {Educational Psychology Review},
  keywords = {Academic emotions,Achievement emotions,Anger,Anxiety,Hopelessness,Joy},
  number = {4}
}

@article{pekrun2007,
  title = {The {{Control}}-{{Value Theory}} of {{Achievement Emotions}}. {{An Integrative Approach}} to {{Emotions}} in {{Education}}.},
  author = {Pekrun, Reinhard and Frenzel, Anne C. and Goetz, Thomas and Perry, Raymond P.},
  year = {2007},
  pages = {13--36},
  issn = {9780123725455},
  doi = {10.1016/B978-012372545-5/50003-4},
  abstract = {This chapter presents an overview of the assumptions and corollaries of the control-value theory of achievement emotions, as well as some of its implications for educational practice. The control-value theory provides a theoretical framework making it possible to integrate constructs and assumptions from a variety of theoretical approaches to emotions in education and to achievement emotions more generally. Empirically, many facets of the theory have consistently been corroborated in qualitative and quantitative investigations. However, the assumptions provided by the theory on how to design emotionally sound learning environments for students, and occupational environments for teachers, have yet to be tested in empirical intervention studies. There is evidence that educational interventions can reduce students' test anxiety. The control-value theory implies that shaping educational environments in adequate ways can help to change achievement emotions other than anxiety as well. Future research should systematically explore measures to help both students and teachers to develop adaptive achievement emotions, prevent maladaptive emotions, and use their emotions in productive and healthy ways. ?? 2007 Copyright ?? 2007 Elsevier Inc. All rights reserved.},
  journal = {Emotion in Education}
}

@article{pekrun2011,
  title = {Measuring Emotions in Students' Learning and Performance: {{The Achievement Emotions Questionnaire}} ({{AEQ}})},
  author = {Pekrun, Reinhard and Goetz, Thomas and Frenzel, Anne C. and Barchfeld, Petra and Perry, Raymond P.},
  year = {2011},
  volume = {36},
  pages = {36--48},
  issn = {0361-476X},
  doi = {10.1016/j.cedpsych.2010.10.002},
  abstract = {Aside from test anxiety scales, measurement instruments assessing students' achievement emotions are largely lacking. This article reports on the construction, reliability, internal validity, and external validity of the Achievement Emotions Questionnaire (AEQ) which is designed to assess various achievement emotions experienced by students in academic settings. The instrument contains 24 scales measuring enjoyment, hope, pride, relief, anger, anxiety, shame, hopelessness, and boredom during class, while studying, and when taking tests and exams. Scale construction used a rational-empirical strategy based on Pekrun's (2006) control-value theory of achievement emotions and prior exploratory research. The instrument was tested in a study using a sample of university students (N=389). Findings indicate that the scales are reliable, internally valid as demonstrated by confirmatory factor analysis, and externally valid in terms of relationships with students' control-value appraisals, learning, and academic performance. The results provide further support for the control-value theory and help to elucidate the structure and role of emotions in educational settings. Directions for future research and implications for educational practice are discussed. ?? 2010 Elsevier Inc.},
  journal = {Contemporary Educational Psychology},
  keywords = {Achievement emotion,Anger,Boredom,Control-value theory,Pride,Self-regulated learning,Test anxiety},
  number = {1}
}

@article{pekrun2014,
  title = {Emotions and Learning.},
  author = {Pekrun, Reinhard},
  year = {2014},
  volume = {25},
  pages = {95--104},
  issn = {0017-8055},
  doi = {10.1016/j.cedpsych.2006.12.002},
  abstract = {Psychiatric principles which are useful to the teacher are outlined. These comprise the attitudes of the good teacher concerning himself and his pupils, his role in promoting pupil maturity, and other positive aspects of the teacher-pupil relationship with special stress upon love and affection. Emphasis is placed upon the teacher's concern for the emotional development of the pupil. (PsycINFO Database Record (c) 2012 APA, all rights reserved)},
  journal = {Harvard Educational Review},
  keywords = {classroom techniques,Emotional development,Emotions,teaching,teaching guides,teaching methods}
}

@article{pekrun2017,
  title = {Measuring Emotions during Epistemic Activities: The {{Epistemically}}-{{Related Emotion Scales}}},
  author = {Pekrun, Reinhard and Vogl, Elisabeth and Muis, Krista R. and Sinatra, Gale M.},
  year = {2017},
  month = aug,
  volume = {31},
  pages = {1268--1276},
  doi = {10.1080/02699931.2016.1204989},
  abstract = {\textcopyright{} 2016 Informa UK Limited, trading as Taylor \& Francis Group. Measurement instruments assessing multiple emotions during epistemic activities are largely lacking. We describe the construction and validation of the Epistemically-Related Emotion Scales, which measure surprise, curiosity, enjoyment, confusion, anxiety, frustration, and boredom occurring during epistemic cognitive activities. The instrument was tested in a multinational study of emotions during learning from conflicting texts (N = 438 university students from the United States, Canada, and Germany). The findings document the reliability, internal validity, and external validity of the instrument. A seven-factor model best fit the data, suggesting that epistemically-related emotions should be conceptualised in terms of discrete emotion categories, and the scales showed metric invariance across the North American and German samples. Furthermore, emotion scores changed over time as a function of conflicting task information and related significantly to perceived task value and use of cognitive and metacognitive learning strategies.},
  journal = {Cognition and Emotion},
  keywords = {confusion,curiosity,Epistemic emotion,surprise,value appraisal},
  number = {6}
}

@article{pelgrims2013,
  title = {L'h\'et\'erog\'en\'eit\'e: Des Approches Diff\'erenci\'ees Pour Appr\'ehender Un Ph\'enom\`ene Complexe},
  author = {Pelgrims, Greta and Buholzer, Alois},
  year = {2013},
  volume = {35},
  pages = {5--12},
  journal = {Revue suisse des sciences de l'\'education},
  number = {1}
}

@book{petersonCharacterStrengthsVirtues2004,
  title = {Character Strengths and Virtues: A Handbook and Classification},
  shorttitle = {Character Strengths and Virtues},
  author = {Peterson, Christopher and Seligman, Martin E. P.},
  year = {2004},
  publisher = {{American Psychological Association ; Oxford University Press}},
  address = {{Washington, DC : New York}},
  isbn = {978-0-19-516701-6},
  keywords = {Character,Handbooks; manuals; etc,Virtues},
  lccn = {BF818 .P38 2004}
}

@book{petitpierreMethodesRechercheDans2014,
  title = {M\'ethodes de Recherche Dans Le Champ de La D\'eficience Intellectuelle: Nouvelles Postures et Nouvelles Modalit\'es},
  shorttitle = {M\'ethodes de Recherche Dans Le Champ de La D\'eficience Intellectuelle},
  editor = {Petitpierre, Genevi{\`e}ve and {Martini-Willemin}, Britt-Marie},
  year = {2014},
  publisher = {{Peter Lang}},
  address = {{Bern}},
  isbn = {978-3-0343-1501-2},
  lccn = {MLCM 2018/49282 (R)}
}

@techreport{pfattheicher2017,
  title = {Old {{Wine}} in {{New Bottles}}? {{The Case}} of {{Self}}-Compassion and {{Neuroticism}}},
  author = {Pfattheicher, Stefan and Geiger, Mattis and Hartung, Johanna and Weiss, Selina and Schindler, Simon},
  year = {2017},
  abstract = {Research on self-compassion, which is defined as being understanding and kind to oneself when confronted with negative experiences, has produced an impressive number of articles in recent years. This research shows that individual differences in self-compassion, as measured by the Self-Compassion Scale (SCS), are positively related to life satisfaction, health and social functioning. However, a critical and systematic test of self-compassion from a personality perspective has not yet conducted so far. In the present study (N = 576), we (i) tested the factor structure of the SCS, (ii) examined the distinctiveness of self-compassion with regard to the five-factor model of personality, fo-cusing on neuroticism, and (iii) tested the incremental predictive power of self-compassion beyond the five-factor model in the context of life satisfaction. Confirmatory factor analyses supported a two-factor plus six facets solution of self-compassion (a positive factor and a negative factor). Additional analyses revealed that the negative factor was redundant with facets of neuroticism (rs {$\geq$} .85), whereas the positive factor had some unique variance left. However, neither the negative factor nor the positive factor could explain substantial incremental variance in life satisfaction beyond neuroticism. Recommendations for how to use the SCS are provided, and the future of research on self-compassion is discussed.},
  keywords = {Big Five,five-factor model,jangle fallacy,neuroticism,self-compassion}
}

@book{philippeperrenoud2012,
  title = {L'organisation Du Travail, Cl\'e de Toute P\'edagogie Diff\'erenci\'ee},
  author = {{Philippe Perrenoud}},
  year = {2012},
  publisher = {{ESF}},
  isbn = {978-2-7101-2352-1 978-2-7101-2958-5}
}

@book{philippeperrenoudOrganisationTravailCle2012,
  title = {L'organisation Du Travail, Cl\'e de Toute P\'edagogie Diff\'erenci\'ee},
  author = {{Philippe Perrenoud}},
  year = {2012},
  publisher = {{ESF}},
  annotation = {OCLC: 7350722278},
  isbn = {978-2-7101-2352-1 978-2-7101-2958-5},
  language = {English}
}

@article{plaisant2010,
  title = {Validation Par Analyse Factorielle Du {{Big Five Inventory}} Fran\c{c}ais ({{BFI}}-{{Fr}}). {{Analyse}} Convergente Avec Le {{NEO}}-{{PI}}-{{R}}},
  author = {Plaisant, O. and Courtois, R. and R{\'e}veill{\`e}re, C. and Mendelsohn, G. A. and John, O. P.},
  year = {2010},
  volume = {168},
  pages = {97--106},
  issn = {0003-4487},
  doi = {10.1016/j.amp.2009.09.003},
  abstract = {Background: After five decades of research, an initial consensus on a general taxonomy of personality traits, the "Big Five" personality dimensions, is nowadays largely accepted. These dimensions do not represent a particular theoretical perspective but were derived from factor analyses of the natural-language terms people use to describe themselves and others. The Big Five Inventory (BFI) does not use single adjectives as items because such items are answered less consistently than when they are accompanied by definitions or elaboration. It uses 44 short phrases based on the trait adjectives known to be prototypical markers of the Big Five. The Big Five have been most typically labeled E (Extraversion, Energy, Enthusiasm), A (Agreeableness, Altruism, Affection), C (Conscientiousness, Constraint, Control of impulse), N (Neuroticism, Negative affectivity, Nervousness), and O (Openness, Originality, Open-mindedness). The BFI has been translated and validated in different languages. The development was done in such a way that they resembled as closely as possible the original English version, both in psychological meanings and psychometric properties. Objectives: The goal of this paper is to present the validation process of the French BFI (BFI-Fr) on a large student sample to verify psychometric properties, including factor structure and internal reliability and to show that the scales possess the necessary convergent and discriminant validity with the NEO personality inventory, revised (NEO-PI-R). Study 1: Internal consistency and intercultural comparison. Materials and method: Two thousand four hundred and ninety-nine students were included (women 69\%; mean age 20.2 years old, S.D. = 2.21, between 15 and 46 years). The 45 items of the BFI-Fr were filled out anonymously by the students at the university. Results and discussion: A factorial analysis using principal components was performed on the student answers (raw data) and resulted in a five-factor varimax-rotated solution that was easily verified as the expected five dimensions E, A, C, N, and O, which explained 42\% of the total variance. Cronbach's alpha coefficients which measure the internal coherence were respectively: 0.82, 0.75, 0.80, 0.82, and 0.74. This factorial analysis represents a very good replication of the American BFI. The mean internal consistency (0.79) is excellent, providing clear evidence of the psychometric qualities of the tool (internal validity). Normality of the distribution factors was verified before comparing the scores of French students with those of American and Spanish students. Mean scores and standard deviations were very similar in the three countries. As in previous research, gender differences in personality were found: females had higher scores (p {$<$} 0.001) for N, A, and C. Study 2: convergent and discriminant validation with the NEO-PI-R. The goal of study 2 was to compare the BFI-Fr with the NEO-PI-R. Materials and method: Three hundred and sixty students (women 55\%, mean age 21.1 years, S.D. = 2.30, between 18.3 and 45.5) were included. In the same session, they completed both the BFI-Fr and the French NEO-PI-R. Results and discussion: Internal consistencies of the five personality dimensions were comparable for the BFI and the NEO-PI-R. Correlations between the corresponding pairs were all high (mean = 0.74) and significant (p {$<$} 0.001). These results provide evidence of the convergent validity of the BFI-Fr. Discriminant validity was excellent, with correlations between the other scales much lower than the convergent correlations, averaging only 0.14. General discussion and conclusion: All three studies demonstrate that the BFI-Fr is a valid, powerful yet very efficient tool, as are the original English version and the other translations. The much longer NEO-PI-R remains the instrument of choice. Psychiatrists, psychologists, and researchers can now make use of another inventory in French to measure the Big Five which has the advantages of being simple, robust, reliable, and economical (5 to 10 min to complete). \textcopyright{} 2009 Elsevier Masson SAS. All rights reserved.},
  journal = {Annales Medico-Psychologiques},
  keywords = {BFI-Fr,Big Five,Five factor model of personality (FFM),NEO-PI-R,Personality factors,Validation of the French Big Five Inventory},
  number = {2}
}

@article{pons2004,
  title = {Emotion Comprehension between 3 and 11 Years: {{Developmental}} Periods and Hierarchical Organization},
  author = {Pons, Francisco and Harris, Paul L and De Rosnay, Marc},
  year = {2004},
  volume = {1},
  pages = {127--152},
  issn = {1740562034400},
  doi = {10.1080/17405620344000022},
  abstract = {In the last 20 years, it has been established that children's understanding of emotion changes with age. A review of the extensive literature reveals at least nine distinct components of emotion understanding that have been studied (from the simple attribution of emotions on the basis of facial cues to the emotions involved in moral judgments). Despite this large corpus of findings, there has been little research in which children's understanding of all these various components has been simultaneously assessed. The goal of the current research was to examine the development of these nine components and their interrelationship. For this purpose, 100 children of 3, 5, 7, 9 and 11 years were tested on all nine components. The results show that: (1) children display a clear improvement with age on each component; (2) three developmental phases may be identified, each characterized by the emergence of three of the nine components; (3) correlational relations exist among components within a given phase; and (4) hierarchical relations exist among components from successive phases. The results are discussed in terms of their theoretical and practical implications. Over the last two decades several cognitive-developmental laboratories have demonstrated important changes in children's understanding of emotion between the ages of 18 months and 12 years. These changes include children's developing understanding of the nature of emotions, their causes and the possibility of control (for recent reviews see Harris,},
  journal = {European Journal of Developmental Psychology},
  number = {2}
}

@book{prairatProposEnseignementNotions2019,
  title = {{Propos sur l'enseignement: notions, auteurs, \'etudes}},
  shorttitle = {{Propos sur l'enseignement}},
  author = {Prairat, Eirick},
  year = {2019},
  abstract = {Par la diversit\'e des th\`emes et des analyses qu'il propose, cet ouvrage constitue un outil de premi\`ere importance pour celles et ceux qui se destinent aux m\'etiers de l'enseignement et de l'\'education. La premi\`ere partie, " Notions ", s'attache \`a pr\'eciser un concept ou clarifier une notion : " Qu'est-ce que l'\'ecole ? ", " Qu'est-ce qu'enseigner ? ", " Qu'est-ce que sanctionner ? "... Dans la seconde partie, " Auteurs ", est pr\'esent\'ee la conception \'educative de quelques philosophes de la modernit\'e. Dans la derni\`ere partie, intitul\'ee " Etudes ", sont propos\'eesdes r\'eflexions qui tentent de rendre-compte et de comprendre ce que nous sommes en train de vivre : la lente d\'esacralisation de l'ordre scolaire, l'\'erosion de l'autorit\'e professorale ou encore l'av\`enement d'une soci\'et\'e de la connaissance. Ces trois th\'ematiques (" Notions ", " Auteurs " et " Etudes ") renvoient aux trois grandes t\^aches (\'elucider, expliciter et \'eclairer) qui sont celles de toute philosophie de l'\'education. (source : 4e de couv.).},
  annotation = {OCLC: 1088404957},
  isbn = {978-2-13-081632-4},
  language = {French}
}

@article{proctor2011,
  title = {Strengths {{Gym}}: {{The}} Impact of a Character Strengths-Based Intervention on the Life Satisfaction and Well-Being of Adolescents},
  author = {Proctor, Carmel and Tsukayama, Eli and Wood, Alex M. and Maltby, John and Eades, Jennifer Fox and Linley, P. Alex},
  year = {2011},
  volume = {6},
  pages = {37--41},
  issn = {1743-9760},
  doi = {10.1080/17439760.2011.594079},
  abstract = {This preliminary research study examined the impact of Strengths Gym, a character strengths-based positive psychological intervention program, on adolescent life satisfaction. Using a quasi-experimental treatment-control condition design, the study compared student outcomes for life satisfaction, positive and negative affect, and self-esteem for 319 adolescent students aged 12-14 (M = 12.98): 218 adolescent students who participated in character strengths-based exercises in the school curriculum, and 101 adolescent students who did not participate in character strengths-based exercises in the school curriculum. Results revealed that adolescents who participated in character strengths-based exercises experienced significantly increased life satisfaction compared to adolescents who did not participate in character strengths-based exercises. Overall, results provide encouraging preliminary support for the application of character strengths-based exercises in the school curriculum as a means of increasing life satisfaction and well-being among youths.},
  journal = {The Journal of Positive Psychology},
  keywords = {BF Psychology},
  number = {5}
}

@article{proyer2015,
  title = {Strengths-Based Positive Psychology Interventions: {{A}} Randomized Placebo-Controlled Online Trial on Long-Term Effects for a Signature Strengths- vs. {{A}} Lesser Strengths-Intervention},
  author = {Proyer, Ren{\'e} T. and Gander, Fabian and Wellenzohn, Sara and Ruch, Willibald},
  year = {2015},
  volume = {6},
  pages = {1--14},
  issn = {1664-1078},
  doi = {10.3389/fpsyg.2015.00456},
  abstract = {Recent years have seen an increasing interest in research in positive psychology interventions. There is broad evidence for their effectiveness in increasing well-being and ameliorating depression. Intentional activities that focus on those character strengths, which are most typical for a person (i.e., signature strengths, SS) and encourage their usage in a new way have been identified as highly effective. The current study aims at comparing an intervention aimed at using SS with one on using individual low scoring (or lesser) strengths in a randomized placebo-controlled trial. A total of 375 adults were randomly assigned to one of the two intervention conditions [i.e., using five signature vs. five lesser strengths (LS) in a new way] or a placebo control condition (i.e., early memories). We measured happiness and depressive symptoms at five time points (i.e., pre- and post-test, 1-, 3-, and 6-months follow-ups) and character strengths at pre-test. The main findings are that (1) there were increases in happiness for up to 3 months and decreases in depressive symptoms in the short term in both intervention conditions; (2) participants found working with strengths equally rewarding (enjoyment and benefit) in both conditions; (3) those participants that reported generally higher levels of strengths benefitted more from working on LS rather than SS and those with comparatively lower levels of strengths tended to benefit more from working on SS; and (4) deviations from an average profile derived from a large sample of German-speakers completing the Values-in-Action Inventory of Strengths were associated with greater benefit from the interventions in the SS-condition. We conclude that working on character strengths is effective for increasing happiness and discuss how these interventions could be tailored to the individual for promoting their effectiveness.},
  file = {/Users/nicolasbressoud/Zotero/storage/LZM9CHI6/fpsyg-06-00456.pdf},
  journal = {Frontiers in Psychology},
  keywords = {Character,Character strength,Depression,Happiness,Online intervention,Positive psychology,Positive psychology intervention,VIA},
  number = {MAR}
}

@article{prudhomme2012,
  title = {La L\'egitimit\'e de La Diversit\'e En \'Education~: R\'eflexion Sur l'{{inclusionThe Legitimacy}} of {{Diversity}} in {{Education}}: {{A Reflection}} on {{InclusionLa}} Legitimidad de La Diversidad En Educaci\'on: Reflexi\'on Sobre La Inclusi\'on},
  author = {Prud'homme, Luc and Vienneau, Raymond and Ramel, Serge and Rousseau, Nadia},
  year = {2012},
  volume = {39},
  pages = {6--6},
  doi = {10.7202/1007725ar},
  journal = {\'Education Et Francophonie},
  number = {2}
}

@book{prudhomme2017,
  title = {{L'inclusion scolaire : Ses fondements, ses acteurs et ses pratiques.}},
  author = {Prud'Homme, Luc},
  year = {2017},
  publisher = {{De Boeck Sup\'erieur}},
  address = {{Bruxelles, Belgique}},
  abstract = {Cet ouvrage collectif apporte des clarifications sur le concept d'inclusion scolaire et ses fondements sociologiques, juridiques et psychop\'edagogiques, ses implications pour les acteurs concern\'es et les diverses pratiques qui en d\'ecoulent. L'inclusion scolaire a pris son essor depuis la proclamation de la D\'eclaration de Salamanque (UNESCO, 1994), o\`u pas moins de 92 pays et 25 organisations internationales se sont engag\'es pour la premi\`ere fois \`a \oe uvrer pour le d\'eveloppement d'\'ecoles plus inclusives. Plus de vingt ans apr\`es cette d\'eclaration, alors que le nombre de syst\`emes scolaires inscrivant leur projet \'educatif dans une vis\'ee inclusive augmente, le besoin de clarifier tant le concept d'inclusion que les conditions et les moyens de sa mise en \oe uvre s'impose, et ce, d'autant plus que certaines repr\'esentations de ce concept tendent \`a s'\'eloigner de son essence et de son but originel. Cet ouvrage rend compte des travaux effectu\'es au sein du Laboratoire international de recherche sur l'inclusion scolaire [www.lisis.ca] et fournit une contribution attendue au sein de la communaut\'e francophone. Il propose des textes fondamentaux dans lesquels les auteurs pr\'esentent une synth\`ese de ce qui caract\'erise chacun des th\`emes centraux associ\'es \`a l'\'edification de syst\`emes \'educatifs plus inclusifs : les fondements (le pourquoi), les acteurs (le qui) et les pratiques (le comment). Consid\'erant que l'inclusion scolaire d\'epasse largement l'enceinte de l'\'ecole et s'inscrit fondamentalement comme un projet de soci\'et\'e, cette publication est susceptible d'\'eclairer quiconque s'int\'eresse \`a l'\'education comme une voie incontournable dans la construction d'un monde empreint de plus grande justice sociale et d'\'equit\'e.},
  isbn = {978-2-8073-0274-7},
  language = {fr RI  - oui}
}

@book{prudhommeInclusionScolaireSes2017,
  title = {{L'inclusion scolaire: ses fondements, ses acteurs et ses pratiques}},
  shorttitle = {{L'inclusion scolaire}},
  author = {Prud'Homme, Luc and Duchesne, Hermann and Bonvin, Patrick},
  year = {2017},
  edition = {DeBoeck},
  address = {{Bruxelles}},
  annotation = {OCLC: 1104231511},
  isbn = {978-2-8073-0274-7},
  language = {French}
}

@book{prudhommeInclusionScolaireSes2017a,
  title = {{L'inclusion scolaire: ses fondements, ses acteurs et ses pratiques}},
  shorttitle = {{L'inclusion scolaire}},
  author = {Prud'Homme, Luc and Duchesne, Hermann and Bonvin, Patrick},
  year = {2017},
  annotation = {OCLC: 1104231511},
  isbn = {978-2-8073-0274-7},
  language = {French}
}

@article{quinlan2012,
  title = {Character {{Strengths Interventions}}: {{Building}} on {{What We Know}} for {{Improved Outcomes}}},
  author = {Quinlan, Denise and Swain, Nicola and {Vella-Brodrick}, Dianne A.},
  year = {2012},
  volume = {13},
  pages = {1145--1163},
  issn = {1389-4978},
  doi = {10.1007/s10902-011-9311-5},
  abstract = {For this review strengths intervention studies were located using online sear- ches and collegial networks and included if they explicitly sought to teach or use a strengths classification to enhance well-being, and used pre- and post-intervention mea- sures and a comparison group. Eight studies met the criteria and have been summarised by this review. To date, the effect sizes achieved by character strengths interventions have been small to moderate. An understanding of how these interventions work may facilitate development of more effective interventions, while expanding the field of character strengths interventions to include a broader range of activities and approaches may also offer benefits. Research examining individual factors, such as strengths use, psychological need satisfaction, goal-setting and goal-striving provides promising leads to explain how strengths interventions work. However, the effect on intervention efficacy of relational or contextual factors, such as intervention environment or facilitator attitude to strengths, has not yet been explored. Implications for interventions in school settings are considered.},
  journal = {Journal of Happiness Studies},
  keywords = {Character strengths,Positive interventions,Positive psychology,Schools},
  number = {6}
}

@article{quinlan2014,
  title = {How `Other People Matter' in a Classroom-Based Strengths Intervention: {{Exploring}} Interpersonal Strategies and Classroom Outcomes},
  author = {Quinlan, Denise M and Swain, Nicola and Cameron, Claire and a {Vella-Brodrick}, Dianne},
  year = {2014},
  volume = {9760},
  pages = {1--13},
  issn = {1743-9760},
  doi = {10.1080/17439760.2014.920407},
  abstract = {Interventions that identify and develop character strengths have been shown to benefit well-being, academic engagement and achievement. Strengths research within positive psychology has focused primarily on individual outcomes with less attention on group or relationships effects. This study (N?=?193) examined the effect of a classroom-based strengths intervention on class cohesion and friction, relatedness, engagement, well-being and strengths use. A six-session programme was trialed with 9 12-year-old students. Students learned to recognise strengths and practised strengths-related goal setting. At three-months post-test, multi-level modelling indicated that intervention group participants scored significantly higher on class cohesion and relatedness need satisfaction, and lower on class friction than the non-randomised control group. Programme participants also reported higher levels of positive affect, classroom engagement, autonomy need satisfaction and strengths use. School-based strengths interventions may influence individual perceptions of class climate, engagement and student relatedness in addition to individual well-being.},
  journal = {The Journal of Positive Psychology},
  keywords = {character strengths,children,engagement,positive affect},
  number = {October}
}

@article{quinlan2018,
  title = {Teachers {{Matter}}: {{Student Outcomes Following}} a {{Strengths Intervention}} Are {{Mediated}} by {{Teacher Strengths Spotting}}},
  author = {Quinlan, Denise and {Vella-Brodrick}, Dianne A. and Gray, Andrew and Swain, Nicola},
  year = {2018},
  issn = {0123456789},
  doi = {10.1007/s10902-018-0051-7},
  file = {/Users/nicolasbressoud/Zotero/storage/6M4LNFFF/Quinlan2018_Article_TeachersMatterStudentOutcomesF.pdf},
  journal = {Journal of Happiness Studies},
  keywords = {contextual variables,mediation,positive psychology,strengths intervention,Strengths intervention;Teacher influence;Strengths,strengths spotting,teacher influence,well-being},
  number = {0123456789}
}

@article{raccanello2013,
  title = {Achievement Emotions in Elementary, Middle, and High School: {{How}} Do Students Feel about Specific Contexts in Terms of Settings and Subject-Domains?},
  author = {Raccanello, Daniela and Brondino, Margherita and De Bernardi, Bianca},
  year = {2013},
  volume = {54},
  pages = {477--484},
  issn = {0036-5564},
  doi = {10.1111/sjop.12079},
  abstract = {The present work investigates students' representation of achievement emotions, focusing in context-specific situations in terms of settings and subject-domains, as a function of grade level. We involved 527 fourth-, seventh-, and eleventh-graders, who evaluated ten discrete emotions through questionnaires, with reference to verbal language and mathematics, and different settings (class, homework, tests). Confirmatory multitrait-multimethod analyses indicated higher salience of subject-domains rather than settings for all the emotions; however, complexity of reality was best explained when also settings were accounted for. Analyses of variance revealed higher intensity of positive emotions for younger students, and the opposite pattern for older students; significant differences for most of the emotions based on the evaluative nature of settings, moderated by class levels; more intense positive emotions for mathematics and more intense negative emotions for Italian. Results are discussed considering their theoretical and applied relevance, corroborating previous literature on domain-specificity. \textcopyright{} 2013 The Scandinavian Psychological Associations.},
  journal = {Scandinavian Journal of Psychology},
  keywords = {Achievement emotions,Settings,Students,Subject-domains},
  number = {6}
}

@article{ramanathan2014,
  title = {Happiness in Motion: {{Emotions}}, Well-Being, and Active School Travel},
  author = {Ramanathan, Subha and O'Brien, Catherine and Faulkner, Guy and Stone, Michelle},
  year = {2014},
  volume = {84},
  pages = {516--523},
  issn = {0022-4391},
  doi = {10.1111/josh.12172},
  abstract = {BACKGROUND: A pan-Canadian School Travel Planning intervention promoted active school travel (AST). A novel component was exploring emotion, well-being, and travel mode framed by the concept of "sustainable happiness." Relationships between travel mode and emotions, parent perceptions of their child's travel mode on well-being, and factors related to parent perceptions were examined.\textbackslash n\textbackslash nMETHODS: Questionnaires were administered to families (N\,=\,5423) from 76 elementary schools. Explanatory variables were demographics (age and sex), school travel measures (mode, distance, accompaniment by an adult, safety, and barriers), and emotions (parent and child). Outcomes examined parent perceived benefits of travel mode on dimensions of well-being (physical, emotional, community, and environmental). Descriptive statistics, chi-square tests and hierarchical regression were used.\textbackslash n\textbackslash nRESULTS: Parents and children who used AST reported more positive emotions versus passive travelers. Parents of active travelers reported stronger connections to dimensions of well-being. AST had the strongest association with parents' perceptions of their child's well-being, and positive emotions (parent and child) were also significantly related to well-being on the trip to school.\textbackslash n\textbackslash nCONCLUSIONS: As an additional potential benefit of AST, interventions should raise awareness of the positive emotional experiences for children and their parents. Future research should experimentally examine if AST causes these emotional benefits.},
  journal = {Journal of School Health},
  keywords = {Adolescent health,Child health,Emotional health,Program evaluation,Program planning},
  number = {8}
}

@article{ravens-sieberer2008,
  title = {The {{KIDSCREEN}}-52 Quality of Life Measure for Children and Adolescents: {{Psychometric}} Results from a Cross-Cultural Survey in 13 {{European}} Countries},
  author = {{Ravens-Sieberer}, Ulrike and Gosch, Angela and Rajmil, Luis and Erhart, Michael and Bruil, Jeanet and Power, Mick and Duer, Wolfgang and Auquier, Pascal and Cloetta, Bernhard and Czemy, Ladislav and Mazur, Joanna and Czimbalmos, Agnes and Tountas, Yannis and Hagquist, Curt and Kilroe, Jean and Fuerth, Kristina and Simeoni, Marie Claude and Robitail, Stephane and Nickel, Jennifer and Kurth, B{\"a}rbel Maria and Von R{\"u}den, Ursula and Dimitrakakis, Christina and Aszman, Anna and Keenaghan, Celia and Detmar, Symone and Veripps, Eric and Mierzejeswka, Ewa and Berra, Silvina and Teb{\'e}, Cristian and Herdman, Michael and Alonso, Jordi and Abel, Thomas and Bisegger, Corinna and Farley, Claudia and Atherton, Clare and Phillips, Katy},
  year = {2008},
  volume = {11},
  pages = {645--658},
  issn = {0962-9343 (Print)\textbackslash n0962-9343 (Linking)},
  doi = {10.1111/j.1524-4733.2007.00291.x},
  abstract = {Objective: This study assesses the reliability and validity of the European KIDSCREEN-52 generic health-related quality of life (HRQoL) questionnaire for children and adolescents. Research Design: The KIDSCREEN-52, which measures HRQoL in 10 dimensions, was administered to a represen- tative sample of 22,827 children and adolescents (8 to 18 years) in 13 European countries. Psychometric properties were assessed using the Classical Test Theory approach, Rasch analysis, and structural equation modeling (SEM). A priori expected associations between KIDSCREEN scales and sociodemographic and health-related factors were examined. Test\textendash retest reliability was assessed in 10 countries. Results: For the overall sample, Cronbach's alpha values ranged from 0.77 to 0.89. Scaling success (Multitrait Analy- sis Program) was {$>$}97.8\% for all dimensions and Rasch analysis item fit (INFITmsq) ranged from 0.80 to 1.27. The intraclass correlation coefficients ranged from 0.56 to 0.77. No sizeable differential item functioning (DIF) was found by age, sex or health status. Four items showed DIF across countries. The specified SEM fitted the data well (root mean square error of approximation: 0.06, comparative fit index: 0.98). Correlation coefficients between Pediatric Quality of Life Inventory, Child Health and Illness Profile-Adolescent Edition, and Youth Quality of Life Instrument scales and KIDSCREEN dimensions assessing similar constructs were moderate for those (r = 0.44 to 0.61). Statistically significant differences between children with and without physical and mental health problems (Children with Special Health Care Needs screener: d = 0.17 to 0.42, Strengths and Difficulties Questionnaire: d = 0.32 to 0.72) were found in all dimen- sions. All dimensions showed a gradient according to socio- economic status. Conclusions: The KIDSCREEN-52 questionnaire has acceptable levels of reliability and validity. Further work is needed to assess longitudinal validity and sensitivity to change.},
  journal = {Value in Health},
  keywords = {Child and adolescents health,Cultural sensitivity,Measurement,Quality of life,Research methodology},
  number = {4}
}

@inproceedings{regourdlaizeau2018,
  title = {Booklet "{{In}} the World of Character Strengths": {{Consequences}} on Well Being on a Population of 7-12 Years Old},
  booktitle = {9st {{European Conference}} on {{Positive Psychology}}},
  author = {Regourd Laizeau, M. and Gay, Philippe and Verger, Nicolas and Bressoud, Nicolas and Shankland, Rebecca},
  year = {2018},
  address = {{Budapest, Hungary}},
  abstract = {Regourd-Laizeau, M., Gay, P., Verger, N., Bressoud, N., \& Shankland, R. (2018). Booklet "In the world of character strengths": Consequences on well being on a population of 7-12 years old. Oral communication at the 9st European Conference on Positive Psychology. Budapest, Hungary. June 27\textendash 30, 2018.},
  language = {en}
}

@book{reis2011,
  title = {The {{Effects}} of {{Differentiated Instruction}} and {{Enrichment Pedagogy}} on {{Reading Achievement}} in {{Five Elementary Schools}}},
  author = {Reis, S. M. and McCoach, D. B. and Little, C. A. and Muller, L. M. and Kaniskan, R. B.},
  year = {2011},
  volume = {48},
  doi = {10.3102/0002831210382891},
  abstract = {JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact support@jstor.org. This experimental study examined the effect of a differentiated, enriched reading program on students' oral reading fluency and comprehension using the schoolwide enrichment model\^reading (SEM-R). Treatment and control conditions were randomly assigned to 63 teachers and 1,192 second through fifth grade students across five elementary schools. Using multilevel modeling, significant differences favoring the SEM-R were found in reading fluency in two schools (Cohen's d effect sizes of .33 and .10) and in reading comprehension in the high-poverty urban school (Cohen's d = .27), with no achievement differences in the remaining schools. These results demonstrate that an enrichment reading approach, with differentiated instruction and less whole group instruction, was as effective as or more effective than a tra},
  isbn = {0002831210382}
}

@misc{ReseauCreationAccompagnement,
  title = {{Le r\'eseau de cr\'eation et d'accompagnement p\'edagogique}},
  abstract = {Le r\'eseau Canop\'e \'edite des ressources p\'edagogiques transm\'edias (imprim\'ees, num\'eriques, mobiles, TV), r\'epondant aux besoins de la communaut\'e \'educative. Acteur majeur de la refondation de l'\'ecole, il conjugue innovation et p\'edagogie pour faire entrer l'\'Ecole dans l'\`ere du num\'erique.},
  howpublished = {https://www.reseau-canope.fr/},
  journal = {R\'eseau Canop\'e},
  language = {fr-FR}
}

@book{richard2019,
  title = {\'Evaluation d ' Un Entra\^inement Bas\'e Sur Le Jeu de Faire Semblant Destin\'e \`a Favoriser Le D\'eveloppement Des Comp\'etences Socio- \'Emotionnelles Chez Les Enfants de Cinq Ans : \'Etude Exploratoire},
  author = {Richard, Sylvie and Gay, Philippe and {Clerc-georgy}, Anne and Gentaz, {\'E}douard},
  year = {2019},
  volume = {119},
  file = {/Users/nicolasbressoud/Zotero/storage/CFX4KGQM/Richard et al. - 2019 - Évaluation d ’ un entraînement basé sur le jeu de faire semblant destiné à favoriser le développement.pdf},
  isbn = {978-2-13-082106-9}
}

@book{richoz2013,
  title = {{Gestion de classes et d'\'el\`eves difficiles}},
  author = {Richoz, Jean-Claude},
  year = {2013},
  annotation = {OCLC: 897818420},
  isbn = {978-2-8289-1130-0},
  language = {French}
}

@techreport{robert,
  title = {L'utilisation de Protocoles Individuels Exp\'erimentaux et Quasi-Exp\'erimentaux En Psychologie : {{Aspects}} Th\'eoriques et M\'ethodologiques},
  author = {Robert, Christelle}
}

@book{roberts2018,
  title = {Character Toolkit for Teachers: 100+ Classroom and Whole School Character Education Activities for 5-11 Year Olds},
  shorttitle = {Character Toolkit for Teachers},
  author = {Roberts, Frederika and Wright, Elizabeth},
  year = {2018},
  publisher = {{Jessica Kingsley Publishers}},
  address = {{London ; Philadelphia}},
  abstract = {"This accessible and much-needed resource sets out advice on how to develop character and encourage wellbeing in pupils aged 5-11. Schools are increasingly aware of how beneficial positive character skills can be, but resources on how to develop them are scarce. This book gives teachers the means to promote gratitude, positive emotions, character strengths, and positive relationships through 109 easy-to-implement activities such as student diaries, classroom displays and letter writing campaigns. It also includes tools and strategies that go beyond the classroom, helping to embed character education into the culture and ethos of the entire school. Each chapter will include a short introduction to the relevant theoretical background, and all activities are based on validated character education and positive psychology interventions. Bite-sized and practical, and full of ideas that can be dipped in and out of in the classroom, this is an ideal book for busy teachers"--},
  isbn = {978-1-78592-490-3 978-1-78450-879-1},
  keywords = {Character,Moral education (Elementary),Study and teaching (Elementary),Well-being},
  lccn = {LC268 .R555 2018}
}

@book{robinson2015,
  title = {Trouver Son \'El\'ement: Comment D\'ecouvrir Ses Talents et Ses Passions Pour Tranformer Sa Vie!},
  author = {Robinson, Ken and Aronica, Lou and Robinson, Ken and Bouvier, Marianne},
  year = {2015},
  isbn = {978-2-8096-5318-2}
}

@book{robinsonTrouverSonElement2015,
  title = {{Trouver son \'el\'ement: comment d\'ecouvrir ses talents et ses passions pour tranformer sa vie!}},
  shorttitle = {{Trouver son \'el\'ement}},
  author = {Robinson, Ken and Aronica, Lou and Robinson, Ken and Bouvier, Marianne},
  year = {2015},
  annotation = {OCLC: 937674782},
  isbn = {978-2-8096-5318-2},
  language = {French}
}

@article{rodrigues2018,
  title = {When Visual Stimulation of the Surrounding Environment Affects Children's Cognitive Performance},
  author = {Rodrigues, Pedro F.S. and Pandeirada, Josefa N.S.},
  year = {2018},
  volume = {176},
  pages = {140--149},
  doi = {10.1016/j.jecp.2018.07.014},
  abstract = {Visual distraction is widely studied in children, particularly in visuospatial cognitive tasks. In these studies, targets and distractors are usually shown in the same display (e.g., the computer screen). However, children are constantly exposed to visually enriched environments (e.g., elementary school classrooms), and little is known about their influence on children's cognition. Although the importance of the surrounding environment is well recognized in the literature, few experimental studies have explored this question. We propose an alternative paradigm to study visual distraction in children that brings together the rigor of experimental psychology and more ecological validity on the exposure to potential environmental distractors. Our study was designed to investigate whether a high-load versus low-load visual surrounding environment influences children's cognitive performance as evaluated by four different cognitive tasks. A sample of 64 children (aged 8\textendash 12 years) completed two sessions in two environmental conditions: a high-load visual surrounding environment and a low-load environment. In each session, they performed visuospatial attention and memory tasks. Overall, the results suggested that the high-load visual environment affected children's cognitive performance given that children performed better in the low-load visual environment (e.g., higher percentage of hits, higher Corsi span). Understanding the impact that a visually rich surrounding environment has on children's cognitive processes that support more complex ones is important to support recommendations on how the environment should be organized to foster better daily activities.},
  file = {/Users/nicolasbressoud/Zotero/storage/VM5HLSCT/RodriguesPandeirada2018_Article_RGversion.pdf},
  journal = {Journal of Experimental Child Psychology},
  keywords = {Environmental distraction,High-load visual environment,Low-load visual environment,Visual distraction,Visuospatial attention tasks,Visuospatial memory tasks},
  number = {August}
}

@article{roebers2012,
  title = {Executive Functioning, Metacognition, and Self-Perceived Competence in Elementary School Children: {{An}} Explorative Study on Their Interrelations and Their Role for School Achievement},
  author = {Roebers, Claudia M. and Cimeli, Patrizia and R{\"o}thlisberger, Marianne and Neuenschwander, Regula},
  year = {2012},
  volume = {7},
  pages = {151--173},
  issn = {1556-1623},
  doi = {10.1007/s11409-012-9089-9},
  abstract = {In the present study, associations between executive functioning, metacognition, and self-perceived competence in the context of early academic outcomes were examined. A total of 209 children attending first grade were initially assessed in terms of their executive functioning and academic self-concept. One year later, children's executive functioning, academic self-concept, metacognitive monitoring and control, as well as their achievement in mathematics and literacy were evaluated. Structural equation modeling revealed that executive functioning was significantly related to metacognitive control, both cross-sectionally and longitudinally, and that self-concept was substantially associated with metacognitive monitoring, both cross-sectionally and longitudinally. Individual differences in executive functioning and metacognitive control were significantly related to academic outcomes, with metacognitive control appearing to yield a more circumscribed influence on academic outcomes (only literacy) compared to executive functioning (literacy and mathematics). Individuals differ strongly in their ability to cope with emotions, resist temptations, regulate their thoughts, and/or monitor and control ongoing cognitive and motivational processes in learning and test situations. Factors explaining individual differences in and consequences of well-developed self-regulatory skills have been targeted by empirical research and theoretical developments alike. In the literature, there are two broader theoretical conceptualizations of self-regulation, and both lines of research describe self-regulatory skills as a heterogeneous set of cognitive and affective processes allowing the individual to continuously and flexibly adjust to changing Metacognition Learning (2012) 7:151\textendash 173},
  journal = {Metacognition and Learning},
  keywords = {Control,Executive functions,Metacognition,Monitoring,School achievement,Self-concept,Self-regulation},
  number = {3}
}

@article{roffey2015,
  title = {Becoming an Agent of Change for School and Student Well-Being},
  author = {Roffey, Sue},
  year = {2015},
  volume = {32},
  pages = {21--30},
  abstract = {There is evidence to suggest that whole school approaches to student well-being enhance not only mental health and resilience but also promote prosocial behaviour, pupil engagement and academic learning. `Positive education' is gaining traction in both the US and Australia, often with more privileged schools. Interventions are primarily based in positive psychology but also have elements of community psychology where they aim to give teachers and students an authentic voice. When schools focus on the well-being of the whole child, this not only benefits individuals, but the communities in which they participate. Educational psychologists are in a unique position, especially in state schools. They have opportunities for conversations on well-being at all levels, to support teachers and offer in-service training. There is also an ethical issue about whether the profession acts in a pro-active way to advocate for the needs of vulnerable young people at a systemic level or is primarily reactive to demands. This paper is based in research on school change and student well-being. It summarises what it is possible to influence and which practices and processes are effective. It takes an ecological and optimistic position on change that entails sowing seeds for growth, building a team and promoting good practice. Keywords:},
  journal = {Educational \& Child Psychology},
  keywords = {change agent,educational psychologist,resilience,school culture,student well-being},
  number = {1}
}

@book{rogers2018,
  title = {The Big Ideas in Physics and How to Teach Them: Teaching Physics 11-18},
  author = {Rogers, Ben},
  year = {2018},
  publisher = {{Routledge, Taylor \& Francis Group}},
  address = {{London ; New York}},
  abstract = {Aimed at new and trainee physics teachers particularly non-specialists, this book provides the knowledge and skills you need to teach physics effectively at secondary level.--},
  isbn = {978-1-138-23507-6 978-1-138-23506-9},
  keywords = {Physics,Physics teachers,Study and teaching (Secondary),Study and teaching Activity programs,Training of}
}

@book{rogersBigIdeasPhysics2018,
  title = {The Big Ideas in Physics and How to Teach Them: Teaching Physics 11-18},
  shorttitle = {The Big Ideas in Physics and How to Teach Them},
  author = {Rogers, Ben},
  year = {2018},
  publisher = {{Routledge, Taylor \& Francis Group}},
  address = {{London ; New York}},
  abstract = {Aimed at new and trainee physics teachers particularly non-specialists, this book provides the knowledge and skills you need to teach physics effectively at secondary level.--},
  isbn = {978-1-138-23507-6 978-1-138-23506-9},
  keywords = {Physics,Physics teachers,Study and teaching (Secondary),Study and teaching Activity programs,Training of},
  lccn = {QC30 .R635 2018}
}

@article{roth2017,
  title = {Improving {{Middle School Students}}' {{Subjective Well}}-{{Being}}: {{Efficacy}} of a {{Multicomponent Positive Psychology Intervention Targeting Small Groups}} of {{Youth}}},
  author = {Roth, Rachel A. and Suldo, Shannon M. and Ferron, John M.},
  year = {2017},
  volume = {46},
  pages = {21--41},
  doi = {10.17105/10.17105/spr46-1.21-41},
  abstract = {A dual-factor model of mental health conceptualizes mental health status as a combination of both psychopathology and subjective well-being. Current literature indicates that complete mental health (i.e., low psychopathology, high subjective well-being) is associated with the best academic and social functioning among youth. Thus, the absence of psychopathology alone is not sufficient for student success. While research on interventions for improving subjective well-being, termed positive psychology interventions (PPIs), is increasing, PPIs for youth in particular lag behind similar interventions for adults. Additionally, a majority of youth-focused PPIs have targeted singular constructs (e.g., gratitude, character strengths), have neglected to include relevant stakeholders in youth's lives, and have not examined the impact of booster sessions on maintaining gains in subjective well-being. Research questions answered in the current study pertain to: (a) the impact of a comprehensive, multi-target, multi-component, small-group youth-focused PPI on students' subjective well-being and symptoms of psychopathology, and (b) the extent to which booster sessions can prevent students from experiencing post-intervention declines in subjective well-being and symptoms of psychopathology. To answer these questions, 42 seventh grade students were randomly assigned to either immediately receive the PPI or to a wait-list control group; all participants' subjective well-being and symptoms of psychopathology were analyzed across time. At immediate post-intervention, students who participated in the PPI made significant gains in all components of subjective well-being, and there was a trend for them to report less internalizing and externalizing symptoms of psychopathology relative to students in the wait-list control group. By seven-week follow-up, students who participated in the PPI exhibited sustained high levels of positive affect, and there was a trend for them to report sustained low levels of negative affect and internalizing symptoms of psychopathology relative to students in the wait-list control group. Thus, findings from the current study support this multi-component PPI as an evidence-based method for making long-lasting improvements in early adolescents' positive affect, a primary indicator of subjective well-being. Implications for school psychologists, contributions to the literature, and future directions are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)},
  file = {/Users/nicolasbressoud/Zotero/storage/KBGKHMBU/RothSuldoFerronSPR2017.pdf},
  journal = {School Psychology Review},
  number = {1}
}

@book{rousseauBienetreEcoleEnjeux2018,
  title = {Le Bien-\^Etre \`a l'\'ecole: Enjeux et Strat\'egies Gagnantes},
  shorttitle = {Le Bien-\^Etre \`a l'\'ecole},
  editor = {Rousseau, Nadia and Espinosa, Ga{\"e}lle},
  year = {2018},
  publisher = {{Presses de l'Universit\'e du Qu\'ebec}},
  address = {{Qu\'ebec}},
  isbn = {978-2-7605-5011-7},
  keywords = {Academic achievement,Motivation in education,Psychology,Students},
  lccn = {LB1062.6 .B53 2018},
  number = {46},
  series = {\'Education - {{Intervention}}}
}

@article{roux-lafay2016,
  title = {L' \'Ethique Du Care Dans Le Champ \'Educatif Ou Le Nouveau Paradigme de La Bienveillance},
  author = {{Roux-lafay}, Corinne},
  year = {2016},
  pages = {0--14},
  abstract = {Le champ lexical susceptible de traduire le care est d'une grande richesse s\'emantique : bienveillance, compassion, soin attentif port\'e \`a l'autre, sollicitude, empathie, responsabilit\'e pour autrui. Une telle polys\'emie est source de confusion en ce que le care recouvre aussi bien des habilet\'es relationnelles, des sentiments ne pouvant faire l'\'economie d'affects, que des qualit\'es d'ordre moral. C'est pourquoi la question du care dans l'\'education appelle un travail de d\'elimitation conceptuelle. Il s'agira, dans un premier temps, de voir en quoi la bienveillance - ma\^itre-mot de la loi pour la refondation de l'Ecole du 8 juillet 2013 - est l'expression du care, les raisons socio-politiques qui semblent avoir pr\'esid\'e au choix de ce terme dans le champ \'educatif, et la question de savoir si elle n'est pas une injonction paradoxale. Nous verrons ensuite en quoi le care est d'abord une \'ethique de la relation qui interroge d'un point de vue critique la posture de l'enseignant comme le statut de l'\'el\`eve, en reconfigurant l'Ecole de la R\'epublique construite historiquement sur le refoulement de l'alt\'erit\'e. Enfin, nous mettrons en exergue la dimension politique du care qui tend \`a substituer, \`a travers une conception syst\'emique de l'\'education, le paradigme d'une interd\'ependance au fondement du lien social \`a une morale de l'autonomie, fond\'ee sur la promotion de l'individu.},
  journal = {Education et Socialisation},
  number = {42}
}

@article{ruch2014,
  title = {The Character Strengths of Class Clowns},
  author = {Ruch, Willibald and Platt, Tracey and Hofmann, Jennifer},
  year = {2014},
  volume = {5},
  pages = {1--12},
  doi = {10.3389/fpsyg.2014.01075},
  abstract = {Class clowns traditionally were studied as a type concept and identified via sociometric procedures. In the present study a variable-centered approach was favored and class clown behaviors were studied in the context of character strengths, orientations to happiness and satisfaction with life. A sample of 672 Swiss children and adolescents filled in an 18 item self-report instrument depicting class clown behaviors. A hierarchical model of class clown behaviors was developed distinguishing a general factor and the four positively correlated dimensions of "identified as a class clown," "comic talent," "disruptive rule-breaker," and "subversive joker." Analysis of the general factor showed that class clowns were primarily male, and tended to be seen as class clowns by the teacher. Analyses of the 24 character strengths of the VIA-Youth (Park \& Peterson, 2006) showed that class clowns were high in humor and leadership, and low in strengths like prudence, self-regulation, modesty, honesty, fairness, perseverance, and love of learning. An inspection of signature strengths revealed that 75\% of class clowns had humor as a signature strength. Furthermore, generally class clown behaviors were shown by students indulging in a life of pleasure, but low life of engagement. The four dimensions yielded different character strengths profiles. While all dimensions of class clowns behaviors were low in temperance strengths, the factors "identified as the class clown" and "comic talent" were correlated with leadership strengths and the two negative factors ("disruptive rule-breaker", "subversive joker") were low in other directed strengths. The disruptive rule breaking class clown was additionally low in intellectual strengths. While humor predicted life satisfaction, class clowning tended to go along with diminished satisfaction with life. It is concluded that different types of class clowns need to be kept apart and need different attention by teachers.},
  file = {/Users/nicolasbressoud/Zotero/storage/RBCEZ7NT/fpsyg-05-01075.pdf},
  journal = {Frontiers in Psychology},
  keywords = {Character strengths,Class clown,Life satisfaction,Positive psychology,Signature strengths,VIA-Youth},
  number = {SEP}
}

@article{ruch2019,
  title = {Editorial: {{Humor}} and {{Laughter}}, {{Playfulness}} and {{Cheerfulness}}: {{Upsides}} and {{Downsides}} to a {{Life}} of {{Lightness}}},
  author = {Ruch, Willibald and Platt, Tracey and Proyer, Ren{\'e} T. and Chen, Hsueh-Chih},
  year = {2019},
  month = apr,
  volume = {10},
  doi = {10.3389/fpsyg.2019.00730},
  journal = {Frontiers in Psychology}
}

@article{ruch2019a,
  title = {The Structure of Character: {{On}} the Relationships between Character Strengths and Virtues},
  author = {Ruch, Willibald and Gander, Fabian and Wagner, Lisa and Giuliani, Fiorina},
  year = {2019},
  month = nov,
  pages = {1--13},
  doi = {10.1080/17439760.2019.1689418},
  journal = {The Journal of Positive Psychology}
}

@article{ruch2020,
  title = {Character Strengths-Based Interventions: {{Open}} Questions and Ideas for Future Research},
  shorttitle = {Character Strengths-Based Interventions},
  author = {Ruch, Willibald and Niemiec, Ryan M. and McGrath, Robert E. and Gander, Fabian and Proyer, Ren{\'e} T.},
  year = {2020},
  month = jul,
  pages = {1--5},
  issn = {1743-9760, 1743-9779},
  doi = {10.1080/17439760.2020.1789700},
  abstract = {Numerous studies have confirmed the effectiveness of character strengths-based interventions for fostering well-being. However, there are still several open questions. The present article discusses some of the most important questions. We review the current body of research and provide ideas and possible future directions on issues such as: Should interventions be generic or personalized? What strengths should be addressed in a strengths-based intervention? What is the role of signature strengths? Do strengths-based interventions change the level of character strengths? How can you justify strengths-based interventions? We conclude that increasing knowledge has not tempered but rather has heightened the initial high expectations on the important contribu\- tion of strengths-based interventions in research and practice, but still much work remains to be done.},
  file = {/Users/nicolasbressoud/Zotero/storage/CZFFRNPN/Ruch et al. - 2020 - Character strengths-based interventions Open ques.pdf},
  journal = {The Journal of Positive Psychology},
  language = {en}
}

@article{ruini2017,
  title = {Exploring {{Psychological Well}}-{{Being}} and {{Positive Emotions}} in {{School Children Using}} a {{Narrative Approach}}},
  author = {Ruini, Chiara and Vescovelli, Francesca and Carpi, Veronica and Masoni, Licia},
  year = {2017},
  volume = {7222},
  doi = {10.1080/20797222.2017.1299287},
  file = {/Users/nicolasbressoud/Zotero/storage/5SADHZCE/Exploring Psychological Well Being and Positive Emotions in School Children Using a Narrative Approach.pdf},
  number = {May}
}

@article{rushton2019,
  title = {{{ADHD}} and Emotional Engagement with School in the Primary Years: {{Investigating}} the Role of Student\textendash Teacher Relationships},
  author = {Rushton, Sophie and Giallo, Rebecca and Efron, Daryl},
  year = {2019},
  month = oct,
  pages = {bjep.12316-bjep.12316},
  doi = {10.1111/bjep.12316},
  journal = {British Journal of Educational Psychology}
}

@article{rusk2013,
  title = {Tracing the Size, Reach, Impact, and Breadth of Positive Psychology},
  author = {Rusk, Reuben D. and Waters, Lea E.},
  year = {2013},
  volume = {8},
  pages = {207--221},
  issn = {1743-9760},
  doi = {10.1080/17439760.2013.777766},
  abstract = {This study quantitatively assessed the size, disciplinary reach, impact, and topic breadth of positive psychology (PP), in order to provide a comprehensive evaluation of the growth and significance of the field. Over 1.7 million documents in 700 PsycINFO\textregistered{} journals covering the fields of psychology, psychiatry, neuroscience, management, business, public health, and sport science were analyzed using semantic and bibliographic methods. Results indicate that PP covers many different research topics from a diverse range of disciplines, and that PP literature has been growing rapidly in significance. Over 18,000 documents were identified as belonging to PP, with 2300 published in 2011. These documents represent over 4\% of PsycINFO\textregistered{} documents within the data-set published that year, and make PP close to the median size of all disciplines listed in the Thomson Reuters Journal Citation Reports\textregistered, Social Sciences Edition. The aggregate impact factor for PP in 2011 was 2.64},
  journal = {The Journal of Positive Psychology},
  keywords = {bibliographic coupling,bibliometrics,co-word,growth,impact,map of science,positive psychology,scientometrics,semantic analysis},
  number = {3}
}

@article{ryan2000,
  title = {Self-Determination Theory and the Facilitation of Intrinsic Motivation},
  author = {Ryan, R. and Deci, E.},
  year = {2000},
  volume = {55},
  pages = {68--78},
  issn = {1935-990X(Electronic);0003-066X(Print)},
  doi = {10.1037/0003-066X.55.1.68},
  abstract = {Human beings can be proactive and engaged or, alternatively, passive and alienated, largely as a function of the social conditions in which they develop and function. Accordingly, research guided by self-determination theory has focused on the social-contextual conditions that facilitate versus forestall the natural processes of self-motivation and healthy psychological development. Specifically, factors have been examined that enhance versus undermine intrinsic motivation, self-regulation, and well-being. The findings have led to the postulate of three innate psychological needs--competence, autonomy, and relatedness--which when satisfied yield enhanced self-motivation and mental health and when thwarted lead to diminished motivation and well-being. Also considered is the significance of these psychological needs and processes within domains such as health care, education, work, sport, religion, and psychotherapy.},
  journal = {American Psychologist},
  number = {1}
}

@article{ryan2000a,
  title = {Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-Being.},
  author = {Ryan, R. and Deci, E.},
  year = {2000},
  volume = {55},
  pages = {68--78},
  issn = {1935-990X(Electronic);0003-066X(Print)},
  doi = {10.1037/0003-066X.55.1.68},
  abstract = {Human beings can be proactive and engaged or, alternatively, passive and alienated, largely as a function of the social conditions in which they develop and function. Accordingly, research guided by self-determination theory has focused on the social-contextual conditions that facilitate versus forestall the natural processes of self-motivation and healthy psychological development. Specifically, factors have been examined that enhance versus undermine intrinsic motivation, self-regulation, and well-being. The findings have led to the postulate of three innate psychological needs--competence, autonomy, and relatedness--which when satisfied yield enhanced self-motivation and mental health and when thwarted lead to diminished motivation and well-being. Also considered is the significance of these psychological needs and processes within domains such as health care, education, work, sport, religion, and psychotherapy.},
  journal = {The American psychologist},
  keywords = {Adaptation,Humans,Internal-External Control,Mental Health,Motivation,Psychological,Self Efficacy,Socialization},
  number = {1}
}

@article{ryff1989,
  title = {Happiness Is {{Everything}}, or {{Is It}}? {{Exploration}} on the {{Meaning}} of {{Psychological Well}}-{{Being}}.},
  author = {Ryff, Carol D.},
  year = {1989},
  volume = {57},
  pages = {1069--1081},
  issn = {00223514},
  doi = {10.1037/034645},
  abstract = {Reigning measures of psychological well-being have little theoretical grounding, despite an extensive\textbackslash nliterature on the contours of positive functioning. Aspects of well-being derived from this literature\textbackslash n(i.e., self-acceptance, positive relations with others, autonomy, environmental mastery, purpose in\textbackslash nlife, and personal growth) were operationalized. Three hundred and twenty-one men and women,\textbackslash ndivided among young, middle-aged, and older adults, rated themselves on these measures along with\textbackslash nsix instruments prominent in earlier studies (i.e., affect balance, life satisfaction, self-esteem, morale,\textbackslash nlocus of control, depression). Results revealed that positive relations with others, autonomy, purpose\textbackslash nin life, and personal growth were not strongly tied to prior assessment indexes, thereby supporting\textbackslash nthe claim that key aspects of positive functioning have not been represented in the empirical arena.\textbackslash nFurthermore, age profiles revealed a more differentiated pattern of well-being than is evident in prior\textbackslash nresearch.},
  journal = {Journal of Personality and Social Psychology}
}

@book{saint-onge2008,
  title = {Moi j'enseigne, Mais Eux Apprennent-Ils?},
  author = {{Saint-Onge}, Michel},
  year = {2008},
  publisher = {{Beauchemin ; Chronique sociale}},
  address = {{Montr\'eal (Qu\'ebec); Lyon}},
  isbn = {978-2-85008-721-9}
}

@book{saint-ongeMoiEnseigneMais2008,
  title = {{Moi j'enseigne, mais eux apprennent-ils?}},
  author = {{Saint-Onge}, Michel},
  year = {2008},
  publisher = {{Beauchemin ; Chronique sociale}},
  address = {{Montr\'eal (Qu\'ebec); Lyon}},
  annotation = {OCLC: 493591188},
  isbn = {978-2-85008-721-9},
  language = {French}
}

@article{samson2014,
  title = {Emotion Dysregulation and the Core Features of Autism Spectrum Disorder},
  author = {Samson, Andrea C. and Phillips, Jennifer M. and Parker, Karen J. and Shah, Shweta and Gross, James J. and Hardan, Antonio Y.},
  year = {2014},
  volume = {44},
  pages = {1766--1772},
  issn = {1573-3432 (Electronic)\textbackslash r0162-3257 (Linking)},
  doi = {10.1007/s10803-013-2022-5},
  abstract = {The aim of this study was to examine the relationship between emotion dysregulation and the core features of Autism Spectrum Disorder (ASD), which include social/communication deficits, restricted/repetitive behaviors, and sensory abnormalities. An 18-item Emotion Dysregulation Index was developed on the basis of expert ratings of the Child Behavior Checklist. Compared to typically developing controls, children and adolescents with ASD showed more emotion dysregulation and had significantly greater symptom severity on all scales. Within ASD participants, emotion dysregulation was related to all core features of the disorder, but the strongest association was with repetitive behaviors. These findings may facilitate the development of more effective therapeutic strategies targeting emotion dysregulation in order to optimize long-term outcomes for individuals with ASD.},
  journal = {Journal of Autism and Developmental Disorders},
  keywords = {Autism Spectrum Disorder,Core features,Emotion regulation,Restricted/repetitive behaviors,Sensory abnormalities,Social/communication deficits},
  number = {7}
}

@article{sancassiani2015,
  title = {Enhancing the {{Emotional}} and {{Social Skills}} of the {{Youth}} to {{Promote}} Their {{Wellbeing}} and {{Positive Development}}: {{A Systematic Review}} of {{Universal School}}-Based {{Randomized Controlled Trials}}.},
  author = {Sancassiani, Federica and Pintus, Elisa and Holte, Arne and Paulus, Peter and Moro, Maria Francesca and Cossu, Giulia and Angermeyer, Matthias C and Carta, Mauro Giovanni and Lindert, Jutta},
  year = {2015},
  volume = {11},
  pages = {21--40},
  issn = {1745017901511},
  doi = {10.2174/1745017901511010021},
  abstract = {BACKGROUND The acquisition of social and emotional skills is associated with positive youth development, character education, healthy lifestyle behaviours, reduction in depression and anxiety, conduct disorders, violence, bullying, conflict, and anger. School-based interventions aimed to enhance these skills go beyond a problem-focused approach to embrace a more positive view of health; they could also improve the youth's wellbeing. AIM To describe the main features and to establish the effectiveness of universal school-based RCTs for children and the youth, aimed to promote their psychosocial wellbeing, positive development, healthy lifestyle behaviours and/or academic performance by improving their emotional and social skills. METHODS Systematic review by searching for relevant papers in PubMed/Medline with the following key words: "mental health" OR "wellbeing" OR "health promotion" OR "emotional learning" OR "social learning" OR "emotional and social learning" OR "positive youth development" OR "life skills" OR "life skills training" AND "school". Interval was set from January 2000 to April 2014. RESULTS 1,984 papers were identified through the search. Out of them 22 RCTs were included. While most interventions were characterized by a whole-school approach and SAFE practices, few studies only used standardized measures to assess outcomes, or had collected follow-up data after {$\geq$} 6 months. The results of all these trials were examined and discussed. CONCLUSION Universal school-based RCTs to enhance emotional and social skills showed controversial findings, due to some methodological issues mainly. Nevertheless they show promising outcomes that are relatively far-reaching for children and youth wellbeing and therefore are important in the real world.},
  journal = {Clinical practice and epidemiology in mental health : CP \& EMH},
  keywords = {Children wellbeing,emotional skills,health promotion,positive development,randomised controlled trials,school,social skills},
  number = {Suppl 1 M2}
}

@book{sander2015,
  title = {Au Coeur Des \'Emotions},
  author = {Sander, David and Schwartz, Sophie and Perrin, Clotilde},
  year = {2015},
  edition = {Nouvelle v},
  publisher = {{\'Editions le Pommier}},
  address = {{Paris}},
  isbn = {978-2-7465-0914-6},
  series = {Les Minipommes \{\vphantom\}{{Psychologie}}\vphantom\{\}}
}

@book{sanderAuCoeurEmotions2015,
  title = {{Au coeur des \'emotions}},
  author = {Sander, David and Schwartz, Sophie and Perrin, Clotilde},
  year = {2015},
  edition = {Nouvelle version},
  publisher = {{\'Editions le Pommier}},
  address = {{Paris}},
  isbn = {978-2-7465-0914-6},
  language = {fre},
  number = {35},
  series = {{Les minipommes Psychologie}}
}

@article{sanjosecaceres2014,
  title = {Assessing {{Theory}} of {{Mind Nonverbally}} in {{Those With Intellectual Disability}} and {{ASD}}: {{The Penny Hiding Game}}},
  author = {San Jos{\'e} C{\'a}ceres, Antonia and Keren, Noa and Booth, Rhonda and Happ{\'e}, Francesca},
  year = {2014},
  volume = {7},
  pages = {608--616},
  doi = {10.1002/aur.1405},
  abstract = {Individuals with autism spectrum disorder (ASD) and low intellectual/language abilities are often omitted from experimental studies because of the challenges of testing these individuals. It is vital to develop appropriate and accessible tasks so that this significant part of the spectrum is not neglected. The theory of mind (ToM) has been extensively assessed in ASD, predominantly in relatively high-functioning individuals with reasonable language skills. This study aims to assess the ToM abilities of a sample of 132 participants with intellectual disability (ID) with and without ASD, matched in verbal mental age (VMA) and chronological age, using a naturalistic and nonverbal deception task: the Penny Hiding Game (PHG). The relationship between performance on the PHG and everyday adaptation was also studied. The PHG proved accessible to most participants, suggesting its suitability for use with individuals with low cognitive skills, attentional problems, and limited language. The ASD+ID group showed significantly more PHG errors, and fewer tricks, than the ID group. PHG performance correlated with Vineland adaptation scores for both groups. VMA was a major predictor of passing the task in both groups, and participants with ASD+ID required, on average, 2 years higher VMA than those with ID only, to achieve the same level of PHG success. VMA moderated the association between PHG performance and real-life social skills for the ASD+ID more than the ID group, suggesting that severely impaired individuals with ASD may rely on verbal ability to overcome their social difficulties, whereas individuals with ID alone may use more intuitive social understanding both in the PHG and everyday situations.},
  journal = {Autism Research},
  keywords = {Adaptive functioning,Autism spectrum disorder,Everyday functioning,Intellectual disability,Penny Hiding Game,Theory of mind},
  number = {5}
}

@article{sarrazin2006,
  title = {Revue Fran\c{c}aise de P\'edagogie {{Climat}} Motivationnel Instaur\'e Par l ' Enseignant En Classe : L ' \'Etat Des Recherches},
  author = {Sarrazin, Philippe and Tessier, Damien and Trouilloud, David},
  year = {2006},
  volume = {157},
  pages = {147--177},
  abstract = {Cet article a pour objectif de pr\'esenter l'\'etat des recherches sur les pratiques enseignantes et leurs effets sur la motivation des \'el\`eves. Effectu\'ee principalement dans le cadre de deux paradigmes th\'eoriques \textendash ~la th\'eorie de la motivation \`a l'accomplissement et la th\'eorie de l'autod\'etermination~\textendash{} la recension de ces travaux montre d'une part les cons\'equences positives d'un climat de ma\^itrise et les effets controvers\'es d'un climat de comp\'etition, et d'autre part les bienfaits d'un style soutenant l'autonomie des \'el\`eves au contraire d'un style contr\^olant. N\'eanmoins, l'application \`a la classe des principes \'educatifs issus de ces \'etudes, requiert de la part des enseignants une certaine prudence. La complexit\'e du contexte naturel d'enseignement par rapport aux situations \'etudi\'ees en laboratoire, les contraintes qui s'imposent \`a l'enseignant, qui r\'eduisent sa libert\'e p\'edagogique et qui le poussent \`a \^etre contr\^olant envers ses \'el\`eves, ainsi que les limites m\'ethodologiques des \'etudes par questionnaire, constituent les principales r\'eserves \`a avoir quant \`a la validit\'e \'ecologique de ces recherches.The purpose of this article is to report current research work on teachers' behaviours in class and their effects on the students' learning activities. The gathering of those studies was done mainly within the framework of two theoretical paradigms: the theory of motivation through a sense of accomplishment and the theory of students' self-determination. It shows first the positive consequences of completely mastered environments and the debated effects of competitive environments, and then the benefits of the styles supporting the students' autonomy; contrary to assessment-oriented styles. Nevertheless, applying the teaching principles derived from those studies to class teaching requires the teachers to be careful. The complexity of true teaching environments compared to situations developed in laboratory, the constraints on teachers that reduce their teaching freedom and make them be more assessment-oriented, and the methodological limits of questionnaire studies, give no guarantee as to the ecological validity of such research work.El objetivo de este art\'iculo es presentar el estado de las investigaciones sobre los comportamientos del docente en clase y sus efectos sobre las actividades de aprendizaje de los alumnos. Realizadas principalmente en el marco de dos paradigmas te\'oricos\textendash{} la teor\'ia de la motivaci\'on a la realizaci\'on y la teor\'ia de la autodeterminaci\'on\textendash{} la comparaci\'on de estos trabajos muestra por una parte las consecuencias positivas de un clima de dominio y los efectos controversiados de un clima de competici\'on, y por otra parte los beneficios de un estilo que sostiene la autonom\'ia de los alumnos a la inversa de un estilo que controla. Sin embargo, la aplicaci\'on a la clase de los principios educativos procedentes de esos estudios, requiere cierta prudencia por parte de los docentes. La complejidad del contexto natural de docencia en comparaci\'on con las situaciones estudiadas en laboratorio, las coacciones que se imponen al docente y reducen su libertad pedag\'ogica y lo inducen a ser censor para con sus alumnos, as\'i como los l\'imites metodol\'ogicos de los estudios por cuestionario, constituyen las principales reservas que hay que tener en cuanto a la validez ecol\'ogica de estas investigaciones.Ziel dieses Artikels ist es, den Stand der Forschung \"uber das Verhalten des Lehrers in der Klasse und deren Auswirkungen \"uber die Lernaktivit\"aten der Sch\"uler vorzustellen. Im Rahmen zweierlei theoretischer Paradigmen durchgef\"uhrt, \textendash{} die Theorie der Motivierung zum Handeln und die Theorie der Selbstbestimmung \textendash{} zeigt die Rezension dieser Forschungsarbeiten zwei Aspekte~: einerseits die positiven Folgen eines Klimas der Beherrschung und die bestrittenen Folgen eines Klimas des Wettkampfes~; und andererseits die positiven Auswirkungen einer Unterrichtsmethode, die die Autonomie der Sch\"uler f\"ordert \textbackslash (im Gegensatz zu einer kontrollierenden Methode\textbackslash ). Jedoch verlangt die Anwendung in der Klasse der aus diesen Forschungsarbeiten hervorgehenden erzieherischen Prinzipien eine gewisse Vorsicht von den Lehrern. Erstens die Komplexit\"at des nat\"urlichen Unterrichtskontextes im Vergleich mit den im Labor bearbeiteten Situationen, zweitens die sich dem Lehrer aufb\"urdenden Zw\"ange, die die p\"adagogische Freiheit einschr\"anken und die ihn dazu f\"uhren, eine kontrollierende Unterrichtsmethode gegen\"uber seinen Sch\"ulern zu benutzen, und drittens die methodologischen Grenzen der \"uber Frageb\"ogen gef\"uhrten Forschungsarbeiten sind die Hauptbedenken, die man gegen\"uber der \"okologischen G\"ultigkeit dieser Forschungen \"au\ss ern kann.},
  file = {/Users/nicolasbressoud/Zotero/storage/ZDNNJV4A/Tessier_et-al_2006_climat de classe.pdf},
  journal = {Revue},
  number = {1}
}

@article{schonert-reichl2015,
  title = {Enhancing {{Cognitive}} and {{Social}}\textendash{{Emotional Development Through}} a {{Simple}}-to-{{Administer Mindfulness}}-{{Based School Program}} for {{Elementary School Children}}: {{A Randomized Controlled Trial}}},
  author = {a {Schonert-Reichl}, Kimberly and Oberle, Eva and Lawlor, Molly Stewart and Abbott, David and Thomson, Kimberly and Oberlander, Tim F and Diamond, Adele},
  year = {2015},
  volume = {51},
  pages = {52--66},
  issn = {0012-1649},
  doi = {10.1037/a0038454},
  abstract = {The authors hypothesized that a social and emotional learning (SEL) program involving mindfulness and caring for others, designed for elementary school students, would enhance cognitive control, reduce stress, promote well-being and prosociality, and produce positive school outcomes. To test this hypothesis, 4 classes of combined 4th and 5th graders (N = 99) were randomly assigned to receive the SEL with mindfulness program versus a regular social responsibility program. Measures assessed executive functions (EFs), stress physiology via salivary cortisol, well-being (self-reports), prosociality and peer acceptance (peer reports), and math grades. Relative to children in the social responsibility program, children who received the SEL program with mindfulness (a) improved more in their cognitive control and stress physiology; (b) reported greater empathy, perspective-taking, emotional control, optimism, school self-concept, and mindfulness, (c) showed greater decreases in self-reported symptoms of depression and peer-rated aggression, (d) were rated by peers as more prosocial, and (e) increased in peer acceptance (or sociometric popularity). The results of this investigation suggest the promise of this SEL intervention and address a lacuna in the scientific literature\textemdash identifying strategies not only to ameliorate children's problems but also to cultivate their well-being and thriving. Directions for future research are discussed.},
  journal = {Developmental psychology},
  keywords = {10,1037,a0038454,cludes practices that bolster,doi,dx,emotional competen-,http,in-,intervention,it is increasingly being,mindfulness,org,prosociality,recognized that effective education,social,social and emotional learning,students,supp,supplemental materials,well-being},
  number = {1}
}

@article{schutte2018,
  title = {The {{Impact}} of {{Signature Character Strengths Interventions}} : {{A Meta}} - Analysis},
  author = {Schutte, Nicola S and Malouff, John M},
  year = {2018},
  doi = {10.1007/s10902-018-9990-2},
  file = {/Users/nicolasbressoud/Zotero/storage/K7EKAEMZ/Schutte-Malouff2018_Article_TheImpactOfSignatureCharacterS.pdf},
  journal = {Journal of Happiness Studies},
  keywords = {character strengths,Character strengths;Depression;Happiness;Intervent,depression,happiness,intervention,meta-analysis,positive affect,signature strengths,training}
}

@article{seifert1995,
  title = {Academic Goals and Emotions: {{A}} Test of Two Models},
  author = {Seifert, T L},
  year = {1995},
  volume = {129},
  pages = {543--552},
  issn = {0022-3980\textbackslash r1940-1019},
  doi = {10.1080/00223980.1995.9914926},
  abstract = {Reanalyzed data from T. L. Seifert (see record 1995-35020-001) to provide support for the claim that emotions drive goal pursuit. 79 5th graders were measured on the motivation constructs perceived ability, negative and positive emotions, goal orientation, and belonging. Factor analysis on the goal orientation scale yielded a mastery orientation and a performance orientation. A mastery orientation was found to be associated with perceptions of competency while a performance orientation was associated with a sense of belonging and negative emotions. A structural equation modeling analysis revealed that emotions are better predictors of goal orientations than goal orientations are of emotions. The study lends support to the claim that certain goal orientations are associated with certain emotions and that emotions may be driving the goal orientations. Implications for the formation of classroom structures and remediation are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)},
  journal = {Journal of Psychology: Interdisciplinary and Applied},
  keywords = {Academic Achievement Motivation,Classroom Environment,Elementary School Students,Emotions,emotions as predictor of academic goal orientation,Goals},
  number = {5}
}

@article{seligman1999,
  title = {Seligman (1999). {{The President}}'s {{Address}}- {{America Psychologist}}- 54-8-55....Pdf},
  author = {Seligman, M E},
  year = {1999}
}

@article{seligman2000,
  title = {Positive Psychology: {{An}} Introduction.},
  author = {Seligman, Martin E. P. and Csikszentmihalyi, Mihaly},
  year = {2000},
  volume = {55},
  pages = {5--14},
  issn = {0003-066X},
  doi = {10.1037/0003-066X.55.1.5},
  abstract = {A science of positive subjective experience, positive individual traits, and positive institutions promises to improve quality of life and prevent the pathologies that arise when life is barren and meaningless. The exclusive focus on pathology that has dominated so much of our discipline results in a model of the human being lacking the positive features that make life worth living. Hope, wisdom, creativity, future mindedness, courage, spirituality, responsibility, and perseverance are ignored or explained as transformations of more authentic negative impulses. The 15 articles in this millennial issue of the American Psychologist discuss such issues as what enables happiness, the effects of autonomy and self-regulation, how optimism and hope affect health, what constitutes wisdom, and how talent and creativity come to fruition. The authors outline a framework for a science of positive psychology, point to gaps in our knowledge, and predict that the next century will see a science and profession that will come to understand and build the factors that allow individuals, communities, and societies to flourish.},
  journal = {American Psychologist},
  number = {1}
}

@article{seligman2002,
  title = {Positive Psychology, Positive Prevention, and Positive Therapy},
  author = {Seligman, Martin E P},
  year = {2002},
  pages = {3--9},
  issn = {0-19-513533-4},
  doi = {10.1017/CBO9781107415324.004},
  abstract = {This chapter focuses on positive psychology, positive prevention and positive therapy. The aim of positive psychology is to catalyze change in psychology from a preoccupation only with repairing the worst things in life to also building the best qualities in life. The field of positive psychology at the subjective level is about positive subjective experience: well-being and satisfaction (past); flow, joy, the sensual pleasures, and happiness (present); and constructive cognitions about the future--optimism, hope, and faith. At the individual level it is about positive personal traits--the capacity for love and vocation, courage, interpersonal skill, aesthetic sensibility, perseverance, forgiveness, originality, futuremindedness, high talent, and wisdom. At the group level it is about the civic virtues and the institutions that move individuals toward better citizenship: responsibility, nurturance, altruism, civility, moderation, tolerance, and work ethic.},
  journal = {Handbook of positive psychology},
  keywords = {cognition,happiness,positive prevention,positive psychology,positive therapy,Psychology,quality of life,Satisfaction,well-being,Work}
}

@article{seligman2009,
  title = {Positive Education : Positive Psychology and Classroom Interventions},
  author = {Seligman, Martin E P and Ernst, Randal M and Gillham, Jane and Reivich, Karen and Linkins, Mark},
  year = {2009},
  volume = {35},
  pages = {293--311},
  doi = {10.1080/03054980902934563},
  number = {3}
}

@book{seligman2012,
  title = {La Force de l'optimisme: [Apprendre \`a Faire Confiance \`a La Vie},
  author = {Seligman, Martin E P and Cohen, Larry and Lecomte, Jacques},
  year = {2012},
  publisher = {{Pocket}},
  address = {{Paris}},
  isbn = {978-2-266-19806-6}
}

@book{seligman2013,
  title = {S'\'epanouir: Pour Un Nouvel Art Du Bonheur et Du Bien-\^Etre},
  author = {Seligman, Martin E P},
  year = {2013},
  isbn = {978-2-7144-5123-1}
}

@book{seligmanEpanouirPourNouvel2013,
  title = {{S'\'epanouir: pour un nouvel art du bonheur et du bien-\^etre}},
  shorttitle = {{S'\'epanouir}},
  author = {Seligman, Martin E. P},
  year = {2013},
  annotation = {OCLC: 913836183},
  isbn = {978-2-7144-5123-1},
  language = {French}
}

@book{seligmanForceOptimismeApprendre2012,
  title = {{La force de l'optimisme: [apprendre \`a faire confiance \`a la vie}},
  shorttitle = {{La force de l'optimisme}},
  author = {Seligman, Martin E. P and Cohen, Larry and Lecomte, Jacques},
  year = {2012},
  publisher = {{Pocket}},
  address = {{Paris}},
  annotation = {OCLC: 805002338},
  isbn = {978-2-266-19806-6},
  language = {French}
}

@article{sermierdessemontet2012,
  title = {Les Effets de l'int\'egration Scolaire Sur Les Apprentissages d'enfants Ayant Une D\'eficience Intellectuelle. {{Une}} \'Etude Comparative.},
  author = {Sermier Dessemontet, Rachel},
  year = {2012},
  pages = {p. 208-p. 208},
  journal = {Th\`ese de Doctorat},
  number = {Fribourg}
}

@article{shankland2011,
  title = {Utilit\'e Des Modles Th\'eoriques Pour La Conception et l'\'evaluation de Programmes En Pr\'evention et Promotion de La Sant\'e},
  author = {Shankland, R. and Lamboy, B.},
  year = {2011},
  volume = {17},
  pages = {153--172},
  issn = {12691763},
  doi = {10.1016/j.prps.2010.11.001},
  abstract = {Researchers and field workers are increasingly interested in health behaviour promotion and in the development of psychosocial competencies. It therefore becomes necessary to reflect on the links between theory and practice in this domain. Indeed, referring to different psychological models constitutes a structuring dimension for professional interventions in prevention and health promotion which needs to be further developed. Moreover, research studies and interventions in the field of physical and mental health prevention seem to have grown separately and could become better articulated in order to foster greater comprehension of the protective factors. Thus, the aim of this article is to propose a selective revue of these questions, aimed at practical interventions and their assessment. It is based on the theories referred to by international evidence-based programmes. \textcopyright{} 2010 Soci\'et\'e fran\c{c}aise de psychologie. Publi\'e par Elsevier Masson SAS. Tous droits r\'eserv\'es.},
  journal = {Pratiques Psychologiques},
  keywords = {Behaviour change,Evidence-based programmes,Health promotion,Prevention,Theoretical models},
  number = {2}
}

@article{shankland2012,
  title = {Bien-\^Etre Subjectif et Comportements Altruistes : Les Individus Heureux Sont-Ils plus G\'en\'ereux ?},
  author = {Shankland, R{\'e}becca},
  year = {2012},
  pages = {77--88},
  issn = {9782875620026},
  doi = {10.3917/cips.093.0077},
  abstract = {Le bien-\^etre constitue l'un des objets d'\'etude phare de la psychologie positive, mais peut-on consid\'erer que le bien-\^etre individuel contribue au bien-\^etre collectif ? Nombre de recherches ont montr\'e que le bien-\^etre est \`a la fois un pr\'ecurseur et une cons\'equence des conduites prosociales, en particulier concernant l'implication dans le secteur caritatif (don de temps). Cependant, peu d'\'etudes portent sur le lien entre le don d'argent et le bien-\^etre. La pr\'esente \'etude teste l'hypoth\`ese selon laquelle l'exp\'erience de bien-\^etre est corr\'el\'ee \`a une inclination sup\'erieure \`a faire une donation. Cette recherche a \'et\'e men\'ee dans des conditions techniques permettant de minimiser la d\'esirabilit\'e sociale des r\'eponses (questionnaire informatis\'e en auto-passation, donc anonyme) aupr\`es d'un \'echantillon de 805 personnes. Les r\'esultats indiquent que plus les participants se d\'eclaraient heureux, plus le montant de leur don \'etait \'elev\'e. Cette \'etude apporte une contribution \`a la litt\'erature en pr\'esentant une d\'emonstration comportementale de la relation entre le bien-\^etre subjectif et le don d'argent. Subjective well-being is one of the key positive psychology research subjects, but is it possible to consider that individual well-being contributes to collective well- being ? A number of research studies have underlined that well-being is both an antecedent and a consequence of prosocial behaviors, particularily in what concerns voluntary work (donation of time). However, few studies have worked on the link between money donation and well-being. The present study tests the assumption according to which the experience of well-being is correlated to a greater inclination to make donations. This research was carried out using technical conditions aimed at minimizing socially desirable responses by guaranteeing confidentiality through Computer Assisted Self-Interviews on a representative sample of 805 individuals from two French regions. Results show that the higher the self-reported well-being, the higher the financial donation. This study contributes to the literature by providing a behavioral demonstration of the relationship between subjective well-being and monetary donation.},
  journal = {Cips},
  number = {n\textdegree 93}
}

@book{shankland2015,
  title = {La Psychologie Positive},
  author = {Shankland, R{\'e}becca},
  year = {2015},
  publisher = {{Dunod}},
  address = {{Paris}},
  isbn = {978-2-10-070579-5}
}

@article{shankland2016,
  title = {Review of {{Brief School}}-{{Based Positive Psychological Interventions}}: A {{Taster}} for {{Teachers}} and {{Educators}}},
  author = {Shankland, R{\'e}becca and Rosset, Evelyn},
  year = {2016},
  pages = {1--30},
  issn = {1040-726X},
  doi = {10.1007/s10648-016-9357-3},
  abstract = {Research studies looking into the effects of positive psychology interventions (PPIs) implemented in classrooms have yielded promising results, not only in terms of student well-being but also in terms of academic outcomes, school climate, and teacher well-being. However, a number of PPIs require relatively high levels of commitment from school administrators and teachers to put into place. This may result in many teachers dismissing PPIs across the board as too complicated to implement. The goal of the present article is thus to present a review of brief PPIs (BPPIs) based on positive psychology research in order to encourage involvement in such interventions at school. The BPPIs presented here have been categorized into four sections according to established areas of research in positive psychology, mindfulness, gratitude, strengths, and positive relationships, with precise examples of practices which have been successfully implemented and have demonstrated diverse benefits on student learning and well-being. The potential limitations of such interventions are also highlighted in order to foster best practices and cross-cultural adaptations of such projects.},
  journal = {Educational Psychology Review},
  keywords = {Character strengths,Gratitude,Mindfulness,Positive psychology interventions,Schools}
}

@book{shankland2016a,
  title = {Les \{\vphantom\}{{Pouvoirs}}\vphantom\{\} de La Gratitude},
  author = {Shankland, R{\'e}becca},
  year = {2016},
  publisher = {{Odile Jacob}},
  address = {{Paris}},
  isbn = {978-2-7381-3461-5}
}

@article{shankland2016b,
  title = {{Pratiquer la gratitude en classe : pourquoi et comment ?}},
  author = {Shankland, Rebecca and Bressoud, Nicolas and Gay, Philippe},
  year = {2016},
  volume = {4},
  pages = {7--9},
  issn = {2235-0918},
  abstract = {Il y a ce moment sympathique, peu avant les f\^etes de fin d'ann\'ee, o\`u certains enseignants de nos \'etablissements re\c{c}oivent un petit cadeau de la part des \'el\`eves. S'ensuit la traditionnelle et innocente comparaison du taux de sympathie de chaque coll\`egue en comptant les bouteilles ou les bo\^ites de chocolats rassembl\'ees en salle des ma\^itres. Attabl\'es, les enseignants d\'ebattent. La jeune enseignante trouve \guillemotleft trop chou!\guillemotright{} cette marque d'affection alors que le vieux roublard y voit plut\^ot un signe de manipulation, une tentative de corruption. Le barbu du groupe parlera, lui, d'une habitude sociale dont le sens nous a peu \`a peu \'echapp\'e: \guillemotleft c'est bient\^ot les f\^etes et on offre des cadeaux. C'est comme \c{c}a.\guillemotright{} Au coeur de ces consid\'erations, certains reconnaissent que le chocolat aurait un meilleur go\^ut si le cadeau \'etait d\'esint\'eress\'e, signe d'une reconnaissance sinc\`ere de l'enfant et de ses parents envers le travail des professionnels de l'\'education. Mais personne ne le formule si clairement. Apr\`es tout, le salaire tombe \`a la fin du mois et on ne devrait pas travailler pour les mercis.},
  journal = {R\'esonances - Mensuel de l'\'ecole valaisanne},
  language = {fr}
}

@article{shankland2017,
  title = {Promotion de La Sant\'e Mentale : Les Apports de La Recherche En Psychologie Positive},
  author = {Shankland, R{\'e}becca and Benny, Martin and Bressoud, Nicolas},
  year = {2017},
  volume = {439},
  pages = {17--19},
  journal = {La sant\'e en action}
}

@article{shankland2017a,
  title = {{Promotion de la sant\'e mentale~: les apports de la recherche en psychologie positive}},
  author = {Shankland, Rebecca and Benny, Martin and Bressoud, Nicolas},
  year = {2017},
  volume = {439},
  pages = {17--19},
  file = {/Users/nicolasbressoud/Zotero/storage/QD4LC2CL/Shankland et al. - 2017 - Promotion de la santé mentale  les apports de la .pdf},
  journal = {La sant\'e en action},
  language = {french}
}

@article{shankland2017b,
  title = {{Choisir sa p\'edagogie \guillemotleft{} positive \guillemotright{} : Le point sur les recherches en psychologie positive utiles pour l'\'ecole}},
  author = {Shankland, Rebecca and Gay, Philippe and Bressoud, Nicolas},
  year = {2017},
  volume = {1},
  pages = {34--36},
  publisher = {{Edition de La Tour}},
  issn = {1010-0458},
  abstract = {Oui, bon, on vous l'accorde! Parler de p\'edagogie positive, c'est tendance. C'est dans le vent. Parentalit\'e positive, \'education positive, pens\'ee positive et bient\^ot peut-\^etre amour positif... \c{c}a le fait! Sceptique? En salle des ma\^itres ou lors de la r\'eunion de parents au tea-room, tentez, le plus s\'erieusement possible, l'affirmation suivante: \guillemotleft Moi, je suis plut\^ot pour une \'education n\'egative! Je d\'enonce les exc\`es de sourires et de comportements bienveillants\guillemotright, puis observez les r\'eactions. Au mieux, vous passez pour un excellent humoriste. \^Etre dans le vent, c'est sympa. Mais le vent emporte tout et n'importe quoi. L'enjeu est alors de s\'electionner, dans ces qualifications positives, ce qui provient d'une science fond\'ee, s\'erieuse et soumise \`a des r\`egles strictes.},
  journal = {Educateur (L')},
  language = {fr}
}

@book{shankland2018,
  title = {La Psychologie Positive},
  author = {Shankland, R{\'e}becca and Lantheaume, Sophie},
  year = {2018},
  abstract = {Qu'est-ce que la psychologie positive ? C'est tout ce qui peut nous rendre heureux, optimistes, r\'esilients. Tout ce qui contribue \`a l'\'epanouissement des personnes, des groupes et des institutions. Tout ce qui donne un sens \`a la vie. Dispositions positives, bien-\^etre, flexibilit\'e psychologique et acceptation, pleine conscience, compassion... autant de facettes de la psychologie positive, autant de concepts au coeur de nos pr\'eoccupations contemporaines. Comment a \'emerg\'e cette nouvelle discipline ? Comment le clinicien peut-il accompagner les nouvelles demandes des patients ? En 10 fiches synth\'etiques et toujours accessibles cet ouvrage permet de faire le point. Chaque fiche est compos\'ee d'un r\'esum\'e et de motscl\'es, d'une partie g\'en\'erale et d'illustrations (cliniques, exemples, quiz, QCM). Les diff\'erentes fiches illustrent la vari\'et\'e et la richesse des travaux et des pratiques du psychologue dans ce champ. Un livre-outil destin\'e aux \'etudiants en psychologie, aux psychologues et \`a tous les cliniciens. [Payot]},
  isbn = {978-2-84835-487-3}
}

@article{shankland2018a,
  title = {La Bienveillance~: Une Comp\'etence Socio-\'Emotionnelle de l'enseignant Au Service Du Bien-\^Etre et Des Apprentissages~?},
  author = {Shankland, Rebecca and Bressoud, Nicolas and Tessier, Damien and Gay, Philippe},
  year = {2018},
  pages = {0--23},
  issn = {9782912643537},
  doi = {10.4000/questionsvives.3601},
  abstract = {La bienveillance a-t-elle sa place dans l'enseignement ? Cet article propose une d\'efinition op\'erationnelle de la bienveillance dans l'enseignement ainsi qu'une synth\`ese des recherches montrant les effets b\'en\'efiques d'une telle attitude sur le bien-\^etre des \'el\`eves et de leurs apprentissages. Des recherches en psychologie montrent que les \'emotions \`a valence n\'egative sont dommageables notamment pour l'attention, la m\'emorisation, la cr\'eativit\'e, la motivation \`a apprendre et le fonctionnement social. \`A l'inverse, les \'emotions \`a valence positive permettent de mieux apprendre, favorisent la cr\'eativit\'e et la r\'esolution de probl\`emes, ainsi que le bien-\^etre individuel et la qualit\'e des relations sociales. Des travaux ont \'egalement mis en \'evidence qu'un entra\^inement pratique \`a la modification du style interactionnel de l'enseignant avec ses \'el\`eves \'etait b\'en\'efique pour le bien-\^etre de l'enseignant, des \'el\`eves et pour la motivation et la qualit\'e des apprentissages. La bienveillance en contexte scolaire semble donc avoir des effets positifs sur le travail des \'el\`eves ainsi que sur le rapport qu'entretiennent les enseignants avec leur activit\'e, ce qui encourage \`a approfondir les recherches dans ce champ.Is kindness useful in classroom contexts? This article proposes an operational definition of kindness in school contexts and presents a synthesis of research studies showing its beneficial effects on well-being at school and on learning. Research studies have shown that negative emotions can have negative effects on memory, attention, creativity, motivation to learn and psychosocial functioning. Conversely, positive emotions can enhance learning in classrooms as well as well-being and relationship quality. Studies have also shown that training teachers to modify their interactional style in order to better respond to students' basic psychological needs leads to higher levels of teacher and student well-being and better school performance. Kindness in school contexts can thus be considered as having positive effects on students' and teachers' work. This encourages further research into this field.},
  journal = {Questions vives recherches en \'education},
  keywords = {bienveillance,class cl,climat de classe,well-being},
  number = {N\textdegree{} 29}
}

@article{shankland2018b,
  title = {{La bienveillance : une comp\'etence socio-\'emotionnelle de l'enseignant au service du bien-\^etre et des apprentissages}},
  author = {Shankland, Rebecca and Bressoud, Nicolas and Tessier, Damien and Gay, Philippe},
  year = {2018},
  volume = {29},
  pages = {1--23},
  doi = {10.4000/questionsvives.3601},
  abstract = {La bienveillance a-t-elle sa place dans l'enseignement ? Cet article propose une d\'efinition op\'erationnelle de la bienveillance dans l'enseignement ainsi qu'une synth\`ese des recherches montrant les effets b\'en\'efiques d'une telle attitude sur le bien-\^etre des \'el\`eves et de leurs apprentissages. Des recherches en psychologie montrent que les \'emotions \`a valence n\'egative sont dommageables notamment pour l'attention, la m\'emorisation, la cr\'eativit\'e, la motivation \`a apprendre et le fonctionnement social. \`A l'inverse, les \'emotions \`a valence positive permettent de mieux apprendre, favorisent la cr\'eativit\'e et la r\'esolution de probl\`emes, ainsi que le bien-\^etre individuel et la qualit\'e des relations sociales. Des travaux ont \'egalement mis en \'evidence qu'un entra\^inement pratique \`a la modification du style interactionnel de l'enseignant avec ses \'el\`eves \'etait b\'en\'efique pour le bien-\^etre de l'enseignant, des \'el\`eves et pour la motivation et la qualit\'e des apprentissages. La bienveillance en contexte scolaire semble donc avoir des effets positifs sur le travail des \'el\`eves ainsi que sur le rapport qu'entretiennent les enseignants avec leur activit\'e, ce qui encourage \`a approfondir les recherches dans ce champ.},
  journal = {Questions vives, recherches en \'education},
  language = {fr}
}

@book{shankland2020,
  title = {{Ces liens qui nous font vivre}},
  author = {Shankland, Rebecca and Andr{\'e}, Christophe},
  year = {2020},
  publisher = {{O. Jacob}},
  address = {{Paris}},
  annotation = {OCLC: 1138067151},
  isbn = {978-2-7381-4881-0},
  language = {French}
}

@inbook{shankland2020a,
  title = {Pour Une Approche Scientifique et Inclusive de l'\'education Positive \`a L\'ecole},
  booktitle = {P\'edagogies Alternatives et D\'emarches Innovantes},
  author = {Shankland, Rebecca and Bressoud, Nicolas},
  year = {2020},
  edition = {Nathan},
  pages = {300--304},
  collaborator = {{Leleu-Galland}, Eve and Samarine, Florence},
  isbn = {978-2-09-124785-4}
}

@book{shanklandPouvoirsGratitude2016,
  title = {{Les Pouvoirs de la gratitude}},
  author = {Shankland, R{\'e}becca},
  year = {2016},
  publisher = {{Odile Jacob}},
  address = {{Paris}},
  annotation = {OCLC: 959966182},
  isbn = {978-2-7381-3461-5},
  language = {French}
}

@book{shanklandPsychologiePositive2015,
  title = {{La psychologie positive}},
  author = {Shankland, R{\'e}becca},
  year = {2015},
  publisher = {{Dunod}},
  address = {{Paris}},
  annotation = {OCLC: 994833682},
  isbn = {978-2-10-070579-5},
  language = {French}
}

@book{shanklandPsychologiePositive2018,
  title = {{La psychologie positive}},
  author = {Shankland, R{\'e}becca and Lantheaume, Sophie},
  year = {2018},
  abstract = {Qu'est-ce que la psychologie positive ? C'est tout ce qui peut nous rendre heureux, optimistes, r\'esilients. Tout ce qui contribue \`a l'\'epanouissement des personnes, des groupes et des institutions. Tout ce qui donne un sens \`a la vie. Dispositions positives, bien-\^etre, flexibilit\'e psychologique et acceptation, pleine conscience, compassion... autant de facettes de la psychologie positive, autant de concepts au coeur de nos pr\'eoccupations contemporaines. Comment a \'emerg\'e cette nouvelle discipline ? Comment le clinicien peut-il accompagner les nouvelles demandes des patients ? En 10 fiches synth\'etiques et toujours accessibles cet ouvrage permet de faire le point. Chaque fiche est compos\'ee d'un r\'esum\'e et de motscl\'es, d'une partie g\'en\'erale et d'illustrations (cliniques, exemples, quiz, QCM). Les diff\'erentes fiches illustrent la vari\'et\'e et la richesse des travaux et des pratiques du psychologue dans ce champ. Un livre-outil destin\'e aux \'etudiants en psychologie, aux psychologues et \`a tous les cliniciens. [Payot]},
  annotation = {OCLC: 1055015066},
  isbn = {978-2-84835-487-3},
  language = {French}
}

@article{sheldon2012,
  title = {Designing Positive Psychology: Taking Stock and Moving Forward},
  author = {Sheldon, M and Kashdan, TB and Steger Alex Zautra, MF J},
  year = {2012},
  volume = {7},
  pages = {79--81},
  issn = {9780195373585},
  doi = {10.1080/17439760.2011.614830},
  file = {/Users/nicolasbressoud/Zotero/storage/XM8D7LP4/Sheldon, Kashdan, Steger Alex Zautra - 2012 - Designing positive psychology taking stock and moving forward.pdf},
  journal = {The Journal of Positive Psychology},
  keywords = {1 View citing articles,Citing articles},
  number = {1}
}

@article{shing2016,
  title = {Effects of {{Prior Knowledge}} on {{Memory}} : {{Implications}} for {{Education}}},
  author = {Shing, Yee Lee and Brod, Garvin},
  year = {2016},
  volume = {10},
  pages = {1--9},
  doi = {10.1111/mbe.12110},
  number = {3}
}

@article{shogren2018,
  title = {Assessing Character Strengths in Youth with Intellectual Disability: {{Reliability}} and Factorial Validity of the {{VIA}}-{{Youth}}},
  author = {Shogren, Karrie A. and Shaw, Leslie A. and Raley, Sheida K. and Wehmeyer, Michael L. and Niemiec, Ryan M. and Adkins, Megan},
  year = {2018},
  volume = {56},
  pages = {13--29},
  doi = {10.1352/1934-9556-56.1.13},
  abstract = {This article reports the results of an examination of the endorsement, reliability, and factorial validity of the VIA-Youth and assessment of character strengths and virtues developed for the general population in youth with and without intellectual disability. Findings suggest that, generally, youth with intellectual disability endorsed character strengths as being like them at lower levels, although few differences were significant. Issues related to measurement, particularly the establishment of measurement invariance, emerged for some virtues. Reliability of the scale was similar across the two groups. Implications for future research and practice are discussed. \textcopyright{} AAIDD.},
  journal = {Intellectual and Developmental Disabilities},
  keywords = {Character strengths,Intellectual disability,Strengths-based assessment,VIA-Youth},
  number = {1}
}

@article{shoshani2014,
  title = {Positive {{Psychology}} at {{School}}: {{A School}}-{{Based Intervention}} to {{Promote Adolescents}}' {{Mental Health}} and {{Well}}-{{Being}}},
  author = {Shoshani, Anat and Steinmetz, Sarit},
  year = {2014},
  volume = {15},
  pages = {1289--1311},
  issn = {1389-4978\textbackslash r1573-7780},
  doi = {10.1007/s10902-013-9476-1},
  abstract = {The present study evaluated a positive psychology school-based intervention aimed at enhancing mental health and empowering the entire educational staff and students at a large middle school in the center of Israel. 537 seventh- to ninth-grade students participated in a 1 year intervention program and were compared to 501 students in a demographically similar control school. In a 2-year longitudinal repeated measures design, the study assessed pre- to post-test modifications in psychological symptoms and distress and in targeted well-being factors that were promoted in the experimental but not in a wait list control condition. The findings showed significant decreases in general distress, anxiety and depression symptoms among the intervention participants, whereas symptoms in the control group increased significantly. In addition, the intervention strengthened self-esteem, self-efficacy and optimism, and reduced interpersonal sensitivity symptoms. These results demonstrate the potential benefits of evidence-based positive-psychology interventions for promoting school-children's mental health, and point to the crucial need to make education for well-being an integral part of the school curriculum. (PsycINFO Database Record (c) 2015 APA, all rights reserved). (journal abstract)},
  journal = {Journal of Happiness Studies},
  keywords = {Adolescents,Intervention,Mental-health,Positive-psychology,School,Well-being},
  number = {6}
}

@article{shoshani2016,
  title = {Effects of the {{Maytiv}} Positive Psychology School Program on Early Adolescents' Well-Being, Engagement, and Achievement},
  author = {Shoshani, Anat and Steinmetz, Sarit and {Kanat-Maymon}, Yaniv},
  year = {2016},
  volume = {57},
  pages = {73--92},
  issn = {0022-4405},
  doi = {10.1016/j.jsp.2016.05.003},
  abstract = {As positive psychology is a nascent area of research, there are very few empirical studies assessing the impact and sustained effects of positive psychology school interventions. The current study presents a 2-year longitudinal evaluation of the effects of a school-based positive psychology program on students' subjective well-being, school engagement, and academic achievements. The study investigated the effectiveness of the Maytiv school program using a positive psychology-based classroom-level intervention with 2517 seventh- to ninth-grade students in 70 classrooms, from six schools in the center of Israel. The classes were randomly assigned to intervention and control conditions, which were comparable in terms of students' age, gender, and socio-economic status. Hierarchical linear regression analyses revealed positive intervention effects on positive emotions, peer relations, emotional engagement in school, cognitive engagement, and grade point average scores (Cohen's ds 0.16\textendash 0.71). In the control group, there were significant decreases in positive emotions and cognitive engagement, and no significant changes in peer relations, emotional engagement or school achievements. These findings demonstrate the significant socio-emotional and academic benefits of incorporating components of positive psychology into school curricula.},
  journal = {Journal of School Psychology},
  keywords = {Intervention,Positive-education,Positive-psychology,School,Well-being}
}

@article{shulman1987,
  title = {Knowledge and {{Teaching}}: {{Foundations}} of the {{New Reform}}},
  author = {Shulman, Lee},
  year = {1987},
  volume = {57},
  pages = {1--23},
  doi = {10.17763/haer.57.1.j463w79r56455411},
  abstract = {Knowledge and Teaching: Foundations of the New Reform},
  file = {/Users/nicolasbressoud/Zotero/storage/EHMYDYFT/haer.57.1.j463w79r56455411.pdf},
  journal = {Harvard Educational Review},
  number = {1}
}

@book{shultz2014,
  title = {Measurement Theory in Action: Case Studies and Exercises},
  author = {Shultz, Kenneth S and Whitney, David J and Zickar, Michael J},
  year = {2014},
  edition = {Second Edi},
  publisher = {{Routledge, Taylor \& Francis Group}},
  address = {{New York}},
  isbn = {978-0-415-64479-2 978-0-415-63362-8},
  keywords = {Case studies,etc,exercises,Problems,Psychometrics}
}

@book{shultzMeasurementTheoryAction2014,
  title = {Measurement Theory in Action: Case Studies and Exercises},
  shorttitle = {Measurement Theory in Action},
  author = {Shultz, Kenneth S. and Whitney, David J. and Zickar, Michael J.},
  year = {2014},
  edition = {Second Edition},
  publisher = {{Routledge, Taylor \& Francis Group}},
  address = {{New York}},
  isbn = {978-0-415-64479-2 978-0-415-63362-8},
  keywords = {Case studies,Problems; exercises; etc,Psychometrics},
  lccn = {BF39 .S55 2014}
}

@article{silberzahn2018,
  title = {Many {{Analysts}}, {{One Data Set}}: {{Making Transparent How Variations}} in {{Analytic Choices Affect Results}}},
  author = {Silberzahn, R. and Uhlmann, E. L. and Martin, D. P. and Anselmi, P. and Aust, F. and Awtrey, E. and Bahn{\'i}k, {\v S}. and Bai, F. and Bannard, C. and Bonnier, E. and Carlsson, R. and Cheung, F. and Christensen, G. and Clay, R. and Craig, M. A. and Dalla Rosa, A. and Dam, L. and Evans, M. H. and Flores Cervantes, I. and Fong, N. and {Gamez-Djokic}, M. and Glenz, A. and {Gordon-McKeon}, S. and Heaton, T. J. and Hederos, K. and Heene, M. and Hofelich Mohr, A. J. and H{\"o}gden, F. and Hui, K. and Johannesson, M. and Kalodimos, J. and Kaszubowski, E. and Kennedy, D. M. and Lei, R. and Lindsay, T. A. and Liverani, S. and Madan, C. R. and Molden, D. and Molleman, E. and Morey, R. D. and Mulder, L. B. and Nijstad, B. R. and Pope, N. G. and Pope, B. and Prenoveau, J. M. and Rink, F. and Robusto, E. and Roderique, H. and Sandberg, A. and Schl{\"u}ter, E. and Sch{\"o}nbrodt, F. D. and Sherman, M. F. and Sommer, S. A. and Sotak, K. and Spain, S. and Sp{\"o}rlein, C. and Stafford, T. and Stefanutti, L. and Tauber, S. and Ullrich, J. and Vianello, M. and Wagenmakers, E.-J. and Witkowiak, M. and Yoon, S. and Nosek, B. A.},
  year = {2018},
  month = sep,
  volume = {1},
  pages = {337--356},
  doi = {10.1177/2515245917747646},
  abstract = {Twenty-nine teams involving 61 analysts used the same dataset to address the same research question: whether soccer referees are more likely to give red cards to dark skin toned players than light skin toned players. Analytic approaches varied widely across teams, and estimated effect sizes ranged from 0.89 to 2.93 in odds ratio units, with a median of 1.31. Twenty teams (69\%) found a statistically significant positive effect and nine teams (31\%) observed a non- significant relationship. Crowdsourcing data analysis, a strategy by which numerous research teams are recruited to simultaneously investigate the same research question, makes transparent how variations in analytical choices affect results.},
  journal = {Advances in Methods and Practices in Psychological Science},
  number = {3}
}

@article{silinskas2015,
  title = {Children Evoke Similar Affective and Instructional Responses from Their Teachers and Mothers.},
  author = {Silinskas, Gintautas and Dietrich, Julia and Pakarinen, Eija and Kiuru, Noona and Aunola, Kaisa and Lerkkanen, Marja-Kristiina and Hirvonen, Riikka and Muotka, Joona and Nurmi, Jari-Erik},
  year = {2015},
  volume = {39},
  pages = {432--444},
  issn = {0165-0254},
  doi = {10.1177/0165025415593648},
  abstract = {In the present study, we examined the extent to which the responses of teachers and mothers toward a particular child are similar in respect to their instructional support and affect, and whether child characteristics predict these responses. The data of 373 Finnish child\textendash teacher\textendash mother triads (178 girls, 195 boys) were analysed. Teachers and mothers reported their instructional support and affective responses toward a child in the school/homework context in Grades 1, 2, 3, and 4. At the beginning of Grade 1, the children's performance in reading and math was tested, and teachers evaluated the children's externalizing and internalizing problem behaviour. The results demonstrated that mothers and teachers showed similar instructional support and affective responses toward a particular child at the end of Grade 1. Moreover, children's poor performance in reading and math at the beginning of Grade 1 was associated with high amounts of both teachers' and mothers' instructional support at the end of Grade 1, while children's externalizing problem behaviour was strongly related particularly to teachers' but also to mothers' negative affective responses at the end of Grade 1. The results provide evidence for the evocative impact of child characteristics on the child's interpersonal environment at the start of child's school career. (PsycINFO Database Record (c) 2015 APA, all rights reserved). (journal abstract)},
  journal = {International Journal of Behavioral Development},
  keywords = {academic performance,affect,Behavior Problems,Elementary School Students,Elementary School Teachers,Emotional Responses,evocative effect,externalizing,Individualized Instruction,instructional support,Internalization,internalizing,Mathematical Ability,Mother Child Relations,Mothers,Reading Skills,Respect,Student Attitudes,Teacher Attitudes,Teacher Student Interaction},
  number = {5}
}

@article{silinskas2016,
  title = {The Effectiveness of Increased Support in Reading and Its Relationship to Teachers' Affect and Children's Motivation},
  author = {Silinskas, Gintautas and Pakarinen, Eija and Niemi, Pekka and Lerkkanen, Marja Kristiina and Poikkeus, Anna Maija and Nurmi, Jari Erik},
  year = {2016},
  volume = {45},
  pages = {53--64},
  doi = {10.1016/j.lindif.2015.11.025},
  abstract = {The aims of this study were, firstly, to identify different groups of teacher-child dyads on the basis of the longitudinal associations between teachers' individual support in reading and children's reading skills, and, secondly, to examine whether the groups thus identified differ with respect to various teacher- and child-related factors. A total of 372 teacher-child dyads were examined. The reading skills of 6- to 7-year-old Finnish-speaking children were measured at the beginning and end of Grade 1. The amount of teachers' support in reading for a particular child was gathered from teachers by questionnaires. Regression Mixture Modeling identified three latent groups of teacher-child dyads: Among 38\% of the dyads, teachers' increased support in reading for a particular child positively predicted the development of the child's reading skills; among 13\% of the dyads, teachers' support in reading had no association with the child's reading skills; and among the remaining 49\% of the dyads, children acquired reading skills slowly irrespective of teachers' efforts to support their learning. Teachers' individual support in reading was positively related to the reading skills for children who were initially interested in reading, and who showed low levels of externalizing problem behavior. Moreover, teachers experienced less negative affect and reported less teaching-related stress when supporting children whose reading skills were developing faster in respect to reading instruction (vs. when working with children whose acquisition of reading skills developed more slowly).},
  journal = {Learning and Individual Differences},
  keywords = {Individualized support,Motivation,Negative affect,Support in reading,Teacher instruction}
}

@article{simmons2011,
  title = {False-Positive Psychology: {{Undisclosed}} Flexibility in Data Collection and Analysis Allows Presenting Anything as Significant},
  author = {Simmons, Joseph P. and Nelson, Leif D. and Simonsohn, Uri},
  year = {2011},
  volume = {22},
  pages = {1359--1366},
  doi = {10.1177/0956797611417632},
  abstract = {In this article, we accomplish two things. First, we show that despite empirical psychologists' nominal endorsement of a low rate of false-positive findings ({$\leq$} .05), flexibility in data collection, analysis, and reporting dramatically increases actual false-positive rates. In many cases, a researcher is more likely to falsely find evidence that an effect exists than to correctly find evidence that it does not. We present computer simulations and a pair of actual experiments that demonstrate how unacceptably easy it is to accumulate (and report) statistically significant evidence for a false hypothesis. Second, we suggest a simple, low-cost, and straightforwardly effective disclosure-based solution to this problem. The solution involves six concrete requirements for authors and four guidelines for reviewers, all of which impose a minimal burden on the publication process.},
  journal = {Psychological Science},
  keywords = {disclosure,methodology,motivated reasoning,publication},
  number = {11}
}

@article{sisk2018,
  title = {To {{What Extent}} and {{Under Which Circumstances Are Growth Mind}}-{{Sets Important}} to {{Academic Achievement}}? {{Two Meta}}-{{Analyses}}},
  author = {Sisk, Victoria F. and Burgoyne, Alexander P. and Sun, Jingze and Butler, Jennifer L. and Macnamara, Brooke N.},
  year = {2018},
  month = apr,
  volume = {29},
  pages = {549--571},
  doi = {10.1177/0956797617739704},
  abstract = {Mind-sets (aka implicit theories) are beliefs about the nature of human attributes (e.g., intelligence). The theory holds that individuals with growth mind-sets (beliefs that attributes are malleable with effort) enjoy many positive outcomes\textemdash including higher academic achievement\textemdash while their peers who have fixed mind-sets experience negative outcomes. Given this relationship, interventions designed to increase students' growth mind-sets\textemdash thereby increasing their academic achievement\textemdash have been implemented in schools around the world. In our first meta-analysis (k = 273, N = 365,915), we examined the strength of the relationship between mind-set and academic achievement and potential moderating factors. In our second meta-analysis (k = 43, N = 57,155), we examined the effectiveness of mindset interventions on academic achievement and potential moderating factors. Overall effects were weak for both metaanalyses. However, some results supported specific tenets of the theory, namely, that students with low socioeconomic status or who are academically at risk might benefit from mind-set interventions.},
  journal = {Psychological Science},
  keywords = {academic achievement,education,implicit theories,mind-set,open data},
  number = {4}
}

@article{sitbon2018,
  title = {Interventions Efficaces En Psychologie Positive : Une Revue Syst\'ematique},
  author = {Sitbon, Audrey (Sant{\'e} publique France) and Shankland, R{\'e}becca and {Martin-Krumm}, Charles},
  year = {2018},
  file = {/Users/nicolasbressoud/Zotero/storage/Y8AWMN7H/Sitbon, Shankland, Martin-Krumm - 2018 - Interventions efficaces en psychologie positive une revue systématique(2).pdf},
  journal = {Canadian Psychology / Psychologie canadienne}
}

@article{skinner2008,
  title = {Engagement and {{Disaffection}} in the {{Classroom}}: {{Part}} of a {{Larger Motivational Dynamic}}?},
  author = {Skinner, Ellen and Furrer, Carrie and Marchand, Gwen and Kindermann, Thomas},
  year = {2008},
  volume = {100},
  pages = {765--781},
  issn = {0022066319392176},
  doi = {10.1037/a0012840},
  abstract = {A study of 805 4th through 7th graders used a model of motivational development to guide the investigation of the internal dynamics of 4 indicators of behavioral and emotional engagement and disaffection and the facilitative effects of teacher support and 3 student self-perceptions (competence, autonomy, and relatedness) on changes in these indicators over the school year. In terms of internal dynamics, emotional components of engagement contributed significantly to changes in their behavioral counterparts; feedback from behavior to changes in emotion were not as consistent. Teacher support and students' self-perceptions (especially autonomy) contributed to changes in behavioral components: Each predicted increases in engagement and decreases in disaffection. Tests of process models revealed that the effects of teacher context were mediated by children's self-perceptions. Taken together, these findings suggest a clear distinction between indicators and facilitators of engagement and begin to articulate the dynamics between emotion and behavior that take place inside engagement and the motivational dynamics that take place outside of engagement, involving the social context, self-systems, and engagement itself.},
  journal = {Journal of educational psychology},
  keywords = {academic engagement,achievement motivation,classroom participation,disaffection,emo-},
  number = {4}
}

@article{smiley1977,
  title = {Recall of {{Thematically Relevant Material}} by {{Adolescent Good}} and {{Poor Readers}} as a {{Function}} of {{Written Versus Oral Presentation}}},
  author = {Smiley, S S and Oakley, D D and Worthen, D and Campione, J C and Brown, A L},
  year = {1977},
  volume = {69},
  pages = {381--387},
  doi = {10.1037/0022-0663.69.4.381},
  abstract = {Good and poor readers drawn from seventh-grade classes read one prose passage and listened to a second one. They were tested, following each passage, for comprehension and recall of that passage. Under both reading and listening conditions, good readers recalled a greater proportion of the stories, and the likelihood of their recalling a particular unit was a clear function of the unit's structural importance; poor readers recalled less of the stories, and their recall protocols were not as clearly related to variations in structural importance. Performance following reading was significantly correlated (r = .85) with performance following listening. The results indicate that poor readers suffer from a general comprehension deficit and that similar processes are involved in reading and listening comprehension.},
  journal = {Journal of Educational Psychology},
  keywords = {lenguaje oral y escrito},
  number = {4}
}

@book{sousa2013,
  title = {Comprendre Le Cerveau Pour Mieux Diff\'erencier: Adapter l'enseignement Aux Besoins Des Apprenants Gr\^ace Aux Apports Des Neurosciences},
  author = {Sousa, David A and Tomlinson, Carol A and Sirois, Gervais},
  year = {2013},
  publisher = {{Cheneli\`ere \'education}},
  address = {{Montr\'eal, Qu\'ebec, Canada}},
  abstract = {Dans un style accessible, les auteurs expliquent comment les d\'ecouvertes sur la fa\c{c}on dont le cerveau apprend soutiennent les principes de base de la diff\'erenciation. Ils fournissent des conseils pratiques et des pistes remarquables pour l'enseignement et l'\'evaluation. Ils proposent un grand nombre de strat\'egies concr\`etes, orient\'ees vers la gestion de classe et illustr\'ees par des \'etudes de cas. Cet ouvrage de r\'ef\'erence aidera les enseignants exp\'eriment\'es et les d\'ebutants \`a faire de leurs classes un milieu o\`u chaque apprenant sera respect\'e dans son rythme et dans son cheminement personnel. (4\`eme de couv.).},
  isbn = {978-2-7650-4062-0}
}

@book{sousaComprendreCerveauPour2013,
  title = {{Comprendre le cerveau pour mieux diff\'erencier: adapter l'enseignement aux besoins des apprenants gr\^ace aux apports des neurosciences}},
  shorttitle = {{Comprendre le cerveau pour mieux diff\'erencier}},
  author = {Sousa, David A and Tomlinson, Carol A and Sirois, Gervais},
  year = {2013},
  publisher = {{Cheneli\`ere \'education}},
  address = {{Montr\'eal, Qu\'ebec, Canada}},
  abstract = {Dans un style accessible, les auteurs expliquent comment les d\'ecouvertes sur la fa\c{c}on dont le cerveau apprend soutiennent les principes de base de la diff\'erenciation. Ils fournissent des conseils pratiques et des pistes remarquables pour l'enseignement et l'\'evaluation. Ils proposent un grand nombre de strat\'egies concr\`etes, orient\'ees vers la gestion de classe et illustr\'ees par des \'etudes de cas. Cet ouvrage de r\'ef\'erence aidera les enseignants exp\'eriment\'es et les d\'ebutants \`a faire de leurs classes un milieu o\`u chaque apprenant sera respect\'e dans son rythme et dans son cheminement personnel. (4\`eme de couv.).},
  annotation = {OCLC: 849798456},
  isbn = {978-2-7650-4062-0},
  language = {French}
}

@article{steiner2011,
  title = {A Strength-Based Approach to Parent Education for Children with Autism},
  author = {Steiner, Amanda Mossman},
  year = {2011},
  volume = {13},
  pages = {178--190},
  issn = {1098300710384},
  doi = {10.1177/1098300710384134},
  abstract = {Despite the ubiquitous nature of parent education in autism treatment, relatively few studies directly address how parent education should be conducted. Given that the literature on parental well-being suggests that treatments that facilitate positive parental adaptation to their child's disability may be beneficial, this study examined the impact of a strength-based approach to parent education. An alternating treatments design was used to compare the effects of therapist statements that highlighted the child's deficits versus those that emphasized strengths. These two approaches were evaluated on the following measures: parent affect, parent statements regarding child behavior, and the quality of parent\textemdash child interactions. Results indicate that parents displayed improved affect, made more positive statements about their child, and also exhibited more physical affection toward their child during the strength-based approach. Findings have implications for autism programming, parental coping, and parent\textemdash child relationships.},
  file = {/Users/nicolasbressoud/Zotero/storage/FHUWWFAU/Character strengths based interventions Open questions and ideas for future research.pdf;/Users/nicolasbressoud/Zotero/storage/S7Q778F7/5c5e1c38ad5888f1afb49c8a8ccfce65e21d.pdf},
  journal = {Journal of Positive Behavior Interventions},
  keywords = {autism,parent education,parent stress},
  number = {3}
}

@article{stockard2018,
  title = {The {{Effectiveness}} of {{Direct Instruction Curricula}}: {{A Meta}}-{{Analysis}} of a {{Half Century}} of {{Research}}},
  author = {Stockard, Jean and Wood, Timothy W. and Coughlin, Cristy and Rasplica Khoury, Caitlin},
  year = {2018},
  volume = {XX},
  pages = {003465431775191--003465431775191},
  doi = {10.3102/0034654317751919},
  abstract = {Quantitative mixed models were used to examine literature published from 1966 through 2016 on the effectiveness of Direct Instruction. Analyses were based on 328 studies involving 413 study designs and almost 4,000 effects. Results are reported for the total set and subareas regarding reading, math, language, spelling, and multiple or other academic subjects; ability measures; affective outcomes; teacher and parent views; and single-subject designs. All of the estimated effects were positive and all were statistically significant except results from metaregressions involving affective outcomes. Characteristics of the publications, methodology, and sample were not systematically related to effect estimates. Effects showed little decline during maintenance, and effects for academic subjects were greater when students had more exposure to the programs. Estimated effects were educationally significant, moderate to large when using the traditional psychological benchmarks, and similar in magnitude to effect si...},
  file = {/Users/nicolasbressoud/Zotero/storage/563R2BTV/Enseignement 2018 The Effectiveness of Direct Instruction Curricula....pdf},
  journal = {Review of Educational Research},
  number = {X}
}

@article{subban2006,
  title = {Differentiated Instruction: {{A}} Research Basis},
  author = {Subban, Pearl},
  year = {2006},
  volume = {7},
  pages = {935--947},
  issn = {1443-1475},
  doi = {10.1111/j.1365-2648.2006.04074.x},
  abstract = {With contemporary classrooms becoming increasingly diverse, educational authorities, teachers and school administrators are looking to teaching and learning strategies that cater for a variety of learning profiles. A paradigm that is gaining ground in many educational circles is differentiated instruction. This model proposes a rethinking of the structure, management and content of the classroom, inviting participants within the learning context to become engaged in the process, to the benefit of all. While the model has been accepted and set to work, there remains room for theoretical support to give it momentum. A recent, comprehensive analysis of the literature in this area examines this model, within the context of increasing academic diversity. This paper therefore seeks to synthesise the research supporting a shift to a new exemplar for modern education, and in so doing shed light on the rationale supporting differentiated instruction.},
  journal = {International Education Journal},
  keywords = {Curriculum,Differentiated instruction,Differentiation},
  number = {7}
}

@article{suldo2014,
  title = {Increasing {{Middle School Students}}' {{Life Satisfaction}}: {{Efficacy}} of a {{Positive Psychology Group Intervention}}},
  author = {Suldo, Shannon M. and Savage, Jessica A. and Mercer, Sterett H.},
  year = {2014},
  volume = {15},
  pages = {19--42},
  doi = {10.1007/s10902-013-9414-2},
  abstract = {This study identified middle school students who were less than delighted with their lives (reported life satisfaction scores between 1 and 6 on a 7-point scale), and attempted to improve these students' mental health via a 10-week group wellness-promotion intervention developed from prior applications of positive psychology research. Complete data at baseline, post-intervention, and 6-month follow-up was gathered from 55 sixth grade students who were randomly assigned to the intervention condition ( n = 28) or wait-list control ( n = 27). Repeated measures analyses of a propensity score matched sample of 40 participants indicated a significant group by time interaction for global life satisfaction from baseline to post-intervention. Specifically, life satisfaction of students in the intervention group increased significantly, while the control group declined during the same period (although this change was not statistically significant). The intervention group's gains were maintained at follow-up, but were matched by similar gains for students in the control group. No effects of intervention group were identified in the indicators of affect or psychopathology. The improvements in life satisfaction evidenced by students in the intervention group during the first semester of middle school are important given the adjustment difficulties that often appear during this sensitive developmental period marked by biological and educational changes. [ABSTRACT FROM AUTHOR]},
  file = {/Users/nicolasbressoud/Zotero/storage/2U2Y84ZX/JOHSSuldoSavageMercer2014.pdf},
  journal = {Journal of Happiness Studies},
  keywords = {Adolescents,Happiness interventions,Life satisfaction,Randomized control trial,Subjective well-being},
  number = {1}
}

@book{suldo2016,
  title = {Promoting Student Happiness: Positive Psychology Interventions in Schools},
  author = {Suldo, Shannon M},
  year = {2016},
  publisher = {{The Guilford Press}},
  address = {{New York}},
  isbn = {978-1-4625-2680-2},
  keywords = {Educational psychology,Mental health,School mental health services,Students},
  series = {The \{\vphantom\}{{Guilford}}\vphantom\{\} Practical Intervention in the Schools Series}
}

@book{suldoPromotingStudentHappiness2016,
  title = {Promoting Student Happiness: Positive Psychology Interventions in Schools},
  shorttitle = {Promoting Student Happiness},
  author = {Suldo, Shannon M.},
  year = {2016},
  publisher = {{The Guilford Press}},
  address = {{New York}},
  isbn = {978-1-4625-2680-2},
  keywords = {Educational psychology,Mental health,School mental health services,Students},
  lccn = {LB3430 .S85 2016},
  series = {The {{Guilford}} Practical Intervention in the Schools Series}
}

@article{taylor2017,
  title = {Promoting {{Positive Youth Development Through School}}-{{Based Social}} and {{Emotional Learning Interventions}}: {{A Meta}}-{{Analysis}} of {{Follow}}-{{Up Effects}}},
  author = {Taylor, Rebecca D. and Oberle, Eva and Durlak, Joseph A. and Weissberg, Roger P.},
  year = {2017},
  volume = {88},
  pages = {1156--1171},
  doi = {10.1111/cdev.12864},
  abstract = {This meta-analysis reviewed 82 school-based, universal social and emotional learning (SEL) interventions involving 97,406 kindergarten to high school students (Mage = 11.09 years; mean percent low socioeconomic status = 41.1; mean percent students of color = 45.9). Thirty-eight interventions took place outside the United States. Follow-up outcomes (collected 6 months to 18 years postintervention) demonstrate SEL's enhancement of positive youth development. Participants fared significantly better than controls in social-emotional skills, attitudes, and indicators of well-being. Benefits were similar regardless of students' race, socioeconomic back- ground, or school location. Postintervention social-emotional skill development was the strongest predictor of well-being at follow-up. Infrequently assessed but notable outcomes (e.g., graduation and safe sexual behav- iors) illustrate SEL's improvement of critical aspects of students' developmental trajectories.},
  journal = {Child Development},
  number = {4}
}

@article{thomas2017,
  title = {The Influence of Emotional Intelligence, Cognitive Test Anxiety, and Coping Strategies on Undergraduate Academic Performance},
  author = {Thomas, Christopher L. and Cassady, Jerrell C. and Heller, Monica L.},
  year = {2017},
  volume = {55},
  pages = {40--48},
  doi = {10.1016/j.lindif.2017.03.001},
  abstract = {This study explored factors with the potential to exert facilitative and debilitative influence on undergraduate students' academic performance. Participants responded to the Schutte Emotional Intelligence Scale, COPE inventory, and Cognitive Test Anxiety Scale-Revised and agreed to have their responses paired with institutional performance data. Analyses tested the iterative and collective influence of the identified variables on four-year GPA after controlling for previous academic performance (first-year GPA). The examination revealed cognitive test anxiety and use of emotion-focused coping strategies were significant predictors of students' long-term academic outcomes such that increased cognitive test anxiety and increased use of emotion-focused coping strategies were associated with decreases in four-year GPA. The results inform the nature of the influence these student factors have on long-term academic outcomes and highlight the importance of developing a multifaceted intervention model that supports emotion regulation and self-regulation skill development to buffer the impact of cognitive test anxiety on achievement.},
  journal = {Learning and Individual Differences},
  keywords = {Academic anxiety,Academic performance,Cognitive test anxiety,Coping,Emotional intelligence},
  number = {April}
}

@article{thompson2018,
  title = {Expanding {{Inclusive Educational Opportunities}} for {{Students With}} the {{Most Significant Cognitive Disabilities Through Personalized Supports}}},
  author = {Thompson, James R and Walker, Virginia L and Shogren, Karrie A and Wehmeyer, Michael L},
  year = {2018},
  volume = {56},
  pages = {396--411},
  doi = {10.1352/1934-9556-56.6.396},
  journal = {Intellectual and Developmental Disabilities},
  keywords = {accommodations,adaptations,historically,inclusive education,modifications,of disability has been,pathology within a,significant cognitive disability,supports,that it is a,the most common conceptualization},
  number = {6}
}

@article{tiggemann2008,
  title = {Effect of Environment and Appearance Compliment on College Women's Self-Objectification, Mood, Body Shame, and Cognitive Performance},
  author = {Tiggemann, Marika and Boundy, Michelle},
  year = {2008},
  volume = {32},
  pages = {399--405},
  issn = {1471-6402\textbackslash r0361-6843},
  doi = {10.1111/j.1471-6402.2008.00453.x},
  abstract = {Objectification theory contends that women self-objectify as a result of internalizing an external observer's perspective of their physical selves. Self-objectification has been examined as both a stable enduring trait and as a context dependant state. The present study attempted to trigger state self-objectification by relatively subtle manipulation of the immediate physical and social environment. Participants were 96 female undergraduate students who completed questionnaire measures and cognitive tasks in a 2 (a subtle objectifying environment versus a standard environment)\texttimes 2 (an appearance compliment versus no comment) \texttimes{} 2 (high versus low trait self-objectification) design. It was found that, for women high on trait self-objectification, the objectifying physical environment enhanced state self-objectification, and the appearance compliment enhanced body shame. The findings demonstrate that subtle situational factors not requiring women to explicitly focus attention on their own bodies can elicit self-objectification and its proposed consequences, particularly among women high in trait self-objectification.},
  journal = {Psychology of Women Quarterly},
  number = {4}
}

@article{tomlinson2003,
  title = {Differentiating {{Instruction}} in {{Response}} to {{Student Readiness}}, {{Interest}}, and {{Learning Profile}} in {{Academically Diverse Classrooms}}: {{A Review}} of {{Literature}}},
  author = {Tomlinson, Carol Ann and Brighton, Catherine and Hertberg, Holly and Callahan, Carolyn M. and Moon, Tonya R. and Brimijoin, Kay and Conover, Lynda A. and Reynolds, Timothy},
  year = {2003},
  volume = {27},
  pages = {119--145},
  issn = {0162-3532},
  doi = {10.1177/016235320302700203},
  abstract = {Both the current school reform and standards movements call for enhanced quality of instruction for all learners. Recent emphases on heterogeneity, special education inclusion, and reduction in out-of-class services for gifted learners, combined with escalations in cultural diversity in classrooms, make the challenge of serving academically diverse learners in regular classrooms seem an inevitable part of a teacher's role. Nonetheless, indications are that most teachers make few proactive modifications based on learner variance. This review of literature examines a need for -differentiated" or academically responsive instruction. It provides support in theory and research for differentiating instruction based on a model of addressing student readiness, interest, and learning profile for a broad range of learners in mixed-ability classroom settings.},
  journal = {Journal for the Education of the Gifted},
  number = {2-3}
}

@article{tomlinson2013,
  title = {Differentiation : {{An Overview}}},
  author = {Tomlinson, Carol Ann and Moon, Tonya R.},
  year = {2013}
}

@article{tornare2016,
  title = {Impact of Induced Joy on Literacy in Children: Does the Nature of the Task Make a Difference?},
  author = {Tornare, Elise and Cuisinier, Fr{\'e}d{\'e}rique and Czajkowski, Nikolai O and Pons, Francisco and Tornare, Elise and Cuisinier, Fr{\'e}d{\'e}rique and Czajkowski, Nikolai O},
  year = {2016},
  volume = {9931},
  doi = {10.1080/02699931.2015.1132682},
  journal = {Cognition \& Emotion},
  keywords = {children,emotion,induced joy,literacy,primary school,task complexity},
  number = {January}
}

@article{tran2020,
  title = {Testing the Incremental Validity of Dispositional Mindfulness over and above the {{Big Five}} in Accounting for Mental Health: {{A}} Facet-Level Structural-Equation Modeling and Predictor Communality and Dominance Approach},
  author = {Tran, Ulrich S. and Wasserbauer, Juliane and Voracek, Martin},
  year = {2020},
  volume = {156},
  pages = {109769},
  doi = {10.1016/j.paid.2019.109769},
  file = {/Users/nicolasbressoud/Zotero/storage/U2CWIDWC/1-s2.0-S0191886919307081-main.pdf},
  journal = {Personality and Individual Differences}
}

@book{tremblay2012,
  title = {Inclusion Scolaire: Dispositifs et Pratiques P\'edagogiques},
  author = {Tremblay, Philippe},
  year = {2012},
  publisher = {{De Boeck}},
  address = {{Bruxelles}},
  isbn = {978-2-8041-7039-4}
}

@book{tremblay2015,
  title = {Contextes Inclusifs et Diff\'erenciation : Regards Internationaux},
  author = {Tremblay, Philippe and Kahn, Sabine},
  year = {2015},
  isbn = {978-2-921559-29-4}
}

@book{tremblayInclusionScolaireDispositifs2012,
  title = {{Inclusion scolaire: dispositifs et pratiques p\'edagogiques}},
  shorttitle = {{Inclusion scolaire}},
  author = {Tremblay, Philippe},
  year = {2012},
  publisher = {{De Boeck}},
  address = {{Bruxelles}},
  annotation = {OCLC: 835292586},
  isbn = {978-2-8041-7039-4},
  language = {French}
}

@article{valiente2012,
  title = {{{NIH Public Access}}},
  author = {Valiente, Carlos and Swanson, Jodi and Eisenberg, Nancy},
  year = {2012},
  volume = {6},
  pages = {129--135},
  doi = {10.1111/j.1750-8606.2011.00192.x.Linking},
  keywords = {2012,academic achievement,academic achievement and effortful,attention,control,ec,effortful control,emotion,liew,of progress on understanding,provides a succinct review,the efficiency of executive,the relations between},
  number = {2}
}

@article{vanpetegem2007,
  title = {{{STUDENT PERCEPTION AS MODERATOR FOR STUDENT WELLBEING}}},
  author = {Van Petegem, Karen and Aelterman, Antonia and Rosseel, Yves},
  year = {2007},
  volume = {83},
  pages = {447--463},
  issn = {201920:53:00},
  doi = {10.1007/s},
  file = {/Users/nicolasbressoud/Zotero/storage/L3GFS9RU/Van Petegem, Aelterman, Rosseel - 2007 - STUDENT PERCEPTION AS MODERATOR FOR STUDENT WELLBEING.pdf},
  journal = {CREEMERS Source: Social Indicators Research},
  number = {3}
}

@article{vanpetegem2008,
  title = {The Influence of Student Characteristics and Interpersonal Teacher Behaviour in the Classroom on Student's Wellbeing},
  author = {Van Petegem, Karen and Aelterman, Antonia and Van Keer, Hilde and Rosseel, Yves},
  year = {2008},
  month = jan,
  volume = {85},
  pages = {279--291},
  doi = {10.1007/s11205-007-9093-7},
  abstract = {Student wellbeing can be considered a major output indicator of quality of education. A positive classroom climate can contribute to a higher sense of wellbeing. Interpersonal relationships between teachers and students are an important aspect of the classroom climate. This study investigated how student wellbeing was predicted by student characteristics, interpersonal teacher behaviour and achievement. 594 students from 55 classes in 13 technical and vocational secondary schools were involved in this study. The results indicated that those students who attended school because they were highly motivated learners reported a higher sense of wellbeing than those who attended out of a sense of duty. It also appeared that student perception of interpersonal teacher behaviour predicted student wellbeing. As a case in point, when students viewed their language teacher as tolerant yet exacting discipline, a positive relationship was found with student wellbeing. Students also felt better when their mathematics teachers were less authoritarian, but the cooperative component was still important.},
  file = {/Users/nicolasbressoud/Zotero/storage/V42XDQXW/Van Petegem et al. - 2008 - The influence of student characteristics and interpersonal teacher behaviour in the classroom on student's w.pdf},
  journal = {Social Indicators Research},
  keywords = {Achievement,Classroom climate,Interpersonal teacher behaviour,Multilevel analysis,Student wellbeing},
  number = {2}
}

@article{venables2009,
  title = {The Influence of Performance Feedback on Goal-Setting and Mental Effort Regulation},
  author = {Venables, Louise and Fairclough, Stephen H.},
  year = {2009},
  volume = {33},
  pages = {63--74},
  issn = {0146-7239},
  doi = {10.1007/s11031-008-9116-y},
  abstract = {Goal-setting and mental effort investment may be influenced by the perception of success or failure. The aim of the current study was to investigate the dynamics of motivational intensity model using false performance feedback. Forty participants performed a demanding cognitive task over five successive (5 min) blocks. Participants received performance feedback of either progressive success or progressive failure. A number of psychophysiological variables were used to index mental effort investment and emotion, including: HRV components, blood pressure, skin conductance level, EEG, and facial EMG. Subjective estimates of mood, workload and motivation were also collected alongside performance measures. The success group experienced positive affect and a less pronounced decline in subjective motivation in response to a perception of successful achievement. In contrast, feedback of failure led to adverse changes in mood/motivation, but did not lead to the absolute withdrawal of effort, although trends in the psychophysiological data suggest that participants in the failure group were on the verge of abandoning the task. The implications of these findings are discussed within the context of goal-setting and effort regulation models.},
  journal = {Motivation and Emotion},
  keywords = {Effort investment,Goal-setting,Performance feedback,Psychophysiology},
  number = {1}
}

@article{vermeulen2014,
  title = {The Practice of Promoting Happiness in Autism},
  author = {Vermeulen, Peter},
  year = {2014},
  pages = {8--17},
  journal = {Good Autism Practice:Autism, Happiness and Wellbeing},
  number = {November 2014}
}

@book{vianin2016,
  title = {Comment D\'evelopper Un Processus d'aide Pour Les \'El\`eves En Difficult\'e?: Enseignants, Psychologues, \'Educateurs, Formateurs},
  author = {Vianin, Pierre},
  year = {2016},
  publisher = {{De Boeck sup\'erieur}},
  address = {{Louvain-la-Neuve; [Paris}},
  isbn = {978-2-8073-0199-3}
}

@book{vianinCommentDevelopperProcessus2016,
  title = {{Comment d\'evelopper un processus d'aide pour les \'el\`eves en difficult\'e?: enseignants, psychologues, \'educateurs, formateurs}},
  shorttitle = {{Comment d\'evelopper un processus d'aide pour les \'el\`eves en difficult\'e?}},
  author = {Vianin, Pierre},
  year = {2016},
  publisher = {{De Boeck sup\'erieur}},
  address = {{Louvain-la-Neuve; [Paris}},
  annotation = {OCLC: 968701209},
  isbn = {978-2-8073-0199-3},
  language = {French}
}

@book{vianinMotivationScolaireComment2014,
  title = {{La motivation scolaire: comment susciter le d\'esir d'apprendre ?}},
  shorttitle = {{La motivation scolaire}},
  author = {Vianin, Pierre},
  year = {2014},
  publisher = {{De Boeck}},
  address = {{Bruxelles}},
  annotation = {OCLC: 995472966},
  isbn = {978-2-8041-5613-8},
  language = {French}
}

@book{vianinSupervisionPedagogiqueAccompagnement2019,
  title = {{La supervision p\'edagogique: l'accompagnement des stagiaires : grilles d'observation, guide d'entretien r\'eflexif, outils pratiques, vignettes illustratives}},
  shorttitle = {{La supervision p\'edagogique}},
  author = {Vianin, Pierre},
  year = {2019},
  abstract = {Propositions d'outils pratiques pour aider l'enseignant r\'ef\'erent ou le tuteur dans l'observation et l'entretien lors de la visite de classe d'un stagiaire : des grilles d'observation, la pr\'eparation de l'entretien, la d\'efinition d'un objectif personnel... Articulation entre les fondements th\'eoriques et les pratiques observ\'ees en classe. [4e de couverture].},
  annotation = {OCLC: 1127579708},
  isbn = {978-2-8073-2510-4},
  language = {French}
}

@article{viano2020,
  title = {What {{Teachers Want}}: {{School Factors Predicting Teachers}}' {{Decisions}} to {{Work}} in {{Low}}-{{Performing Schools}}},
  author = {Viano, Samantha and Pham, Lam D. and Henry, Gary T. and Kho, Adam and Zimmer, Ron},
  year = {2020},
  pages = {000283122093019},
  doi = {10.3102/0002831220930199},
  file = {/Users/nicolasbressoud/Zotero/storage/7KEE9QES/10.3102@0002831220930199.pdf},
  journal = {American Educational Research Journal}
}

@article{viljaranta2015,
  title = {Children's {{Temperament}} and {{Academic Skill Development During First Grade}}: {{Teachers}}' {{Interaction Styles}} as {{Mediators}}},
  author = {Viljaranta, Jaana and Aunola, Kaisa and Mullola, Sari and Virkkala, Johanna and Hirvonen, Riikka and Pakarinen, Eija and Nurmi, Jari Erik},
  year = {2015},
  volume = {86},
  pages = {1191--1209},
  issn = {1467-8624 (Electronic)\textbackslash r0009-3920 (Linking)},
  doi = {10.1111/cdev.12379},
  abstract = {The present study followed 156 Finnish children (Mage~=~7.25~years) during the first grade of primary school to examine to what extent parent- and teacher-rated temperament impacts children's math and reading skill development during the first grade, and the extent to which this impact would be mediated by teachers' interaction styles with the children. The results showed that the impact of children's low task orientation and negative emotionality on their math skill development was mediated via teachers' behavioral control and, among girls, also by psychological control. The negative impact of children's inhibition on math skill development, in turn, was not mediated via teachers' interaction styles. Temperament did not predict the children's reading skill development during first grade.},
  journal = {Child Development},
  number = {4}
}

@article{villavicencio2013,
  title = {Positive Academic Emotions Moderate the Relationship between Self-Regulation and Academic Achievement},
  author = {Villavicencio, Felicidad T. and Bernardo, Allan B I},
  year = {2013},
  volume = {83},
  pages = {329--340},
  issn = {2044-8279\textbackslash n0007-0998},
  doi = {10.1111/j.2044-8279.2012.02064.x},
  abstract = {BACKGROUND: Research has shown how academic emotions are related to achievement and to cognitive/motivational variables that promote achievement. Mediated models have been proposed to account for the relationships among academic emotions, cognitive/motivational variables, and achievement, and research has supported such mediated models, particularly with negative emotions.\textbackslash n\textbackslash nAIMS: The study tested the hypotheses: (1) self-regulation and the positive academic emotions of enjoyment and pride are positive predictors of achievement; and (2) enjoyment and pride both moderate the relationship between self-regulation and achievement.\textbackslash n\textbackslash nSAMPLE: Participants were 1,345 students enrolled in various trigonometry classes in one university.\textbackslash n\textbackslash nMETHODS: Participants answered the Academic Emotions Questionnaire-Math (Pekrun, Goetz, \& Frenzel, 2005) and a self-regulation scale (Pintrich, Smith, Garcia, \& McKeachie, 1991) halfway through their trigonometry class. The students' final grades in the course were regressed to self-regulation, positive emotions, and the interaction terms to test the moderation effects.\textbackslash n\textbackslash nRESULTS AND CONCLUSIONS: Enjoyment and pride were both positive predictors of grades; more importantly, both moderated the relationship between self-regulation and grades. For students who report higher levels of both positive emotions, self-regulation was positively associated with grades. However, for those who report lower levels of pride, self-regulation was not related to grades; and, for those who reported lower levels of enjoyment, self-regulation was negatively related to grades. The results are discussed in terms of how positive emotions indicate positive appraisals of task/outcome value, and thus enhance the positive links between cognitive/motivational variables and learning.},
  journal = {British Journal of Educational Psychology},
  number = {2}
}

@book{virat2019,
  title = {{Quand les profs aiment les \'el\`eves: psychologie de la relation \'educative}},
  shorttitle = {{Quand les profs aiment les \'el\`eves}},
  author = {Virat, Ma{\"e}l},
  year = {2019},
  annotation = {OCLC: 1099851647},
  isbn = {978-2-7381-4660-1},
  language = {French}
}

@article{wagner2006,
  title = {Emotional {{Disturbances}} :},
  author = {Wagner, Mary and Friend, Marilyn and Bursuck, William D. and Kutash, Krista and Duchnowski, Albert J. and Sumi, W. Carl and Epstein, Michael H.},
  year = {2006},
  volume = {14},
  pages = {12--30},
  file = {/Users/nicolasbressoud/Zotero/storage/ENJSDZK9/JEBD2006NatlPerspective.pdf},
  journal = {Journal of Emotional and Behavioral Disorders},
  number = {1}
}

@article{wagner2015,
  title = {Good Character at School: {{Positive}} Classroom Behavior Mediates the Link between Character Strengths and School Achievement},
  author = {Wagner, Lisa and Ruch, Willibald},
  year = {2015},
  volume = {6},
  issn = {1664-1078},
  doi = {10.3389/fpsyg.2015.00610},
  abstract = {Character strengths have been found to be substantially related to children's and adolescents' well-being. Initial evidence suggests that they also matter for school success (e.g., Weber and Ruch, 2012). The present set of two studies aimed at replicating and extending these findings in two different age groups, primary school students (N = 179; mean age = 11.6 years) and secondary school students (N = 199; mean age = 14.4 years). The students completed the VIA-Youth (Values in Action Inventory of Strengths for Youth), a self-report measure of the 24 character strengths in the VIA classification. Their teachers rated the students' positive behavior in the classroom. Addi-tionally, school achievement was assessed: For the primary school students (Study 1), teachers rated the students' overall school achievement and for the secondary school students (Study 2), we used their grades as a measure of school achievement. We found that several character strengths were associated with both positive classroom behavior and school achievement. Across both samples, school achievement was correlated with love of learning, perseverance, zest, gratitude, hope, and perspective. The strongest correlations with positive classroom behavior were found for perseverance, self-regulation, prudence, social intelligence, and hope. For both samples, there were indirect effects of some of the character strengths on school achievement through teacher-rated positive classroom behavior. The converging findings from the two samples support the notion that character strengths contribute to positive classroom behavior, which in turn enhances school achievement. Results are discussed in terms of their implications for future research and for school interventions based on character strengths.},
  journal = {Frontiers in Psychology},
  keywords = {Adolescents,Character,Character strengths,Positive education,Positive psychology,School achievement,VIA classification,Virtues},
  number = {MAY}
}

@article{wagner2018,
  title = {Good {{Character Is What We Look}} for in a {{Friend}}: {{Character Strengths Are Positively Related}} to {{Peer Acceptance}} and {{Friendship Quality}} in {{Early Adolescents}}},
  author = {Wagner, Lisa},
  year = {2018},
  pages = {027243161879128--027243161879128},
  doi = {10.1177/0272431618791286},
  journal = {The Journal of Early Adolescence},
  keywords = {character,friendship,likeability,peer relationships,personality,via-youth}
}

@article{wagner2019,
  title = {Character {{Strengths}} and {{PERMA}}: {{Investigating}} the {{Relationships}} of {{Character Strengths}} with a {{Multidimensional Framework}} of {{Well}}-{{Being}}},
  author = {Wagner, Lisa and Gander, Fabian and Proyer, Ren{\'e} T. and Ruch, Willibald},
  year = {2019},
  doi = {10.1007/s11482-018-9695-z},
  file = {/Users/nicolasbressoud/Zotero/storage/5WWP26JE/Wagner et al. - 2019 - Character Strengths and PERMA Investigating the Relationships of Character Strengths with a Multidimensional Fram.pdf},
  journal = {Applied Research in Quality of Life}
}

@article{wagner2019a,
  title = {The Social Life of Class Clowns: {{Class}} Clown Behavior Is Associated with More Friends, but Also More Aggressive Behavior in the Classroom},
  author = {Wagner, Lisa},
  year = {2019},
  volume = {10},
  pages = {1--11},
  doi = {10.3389/fpsyg.2019.00604},
  abstract = {A dimensional rather than a typological approach to studying class clown behavior was recently proposed (Ruch et al., 2014). In the present study, four dimensions of class clown behavior (class clown role, comic talent, disruptive rule-breaker, and subversive joker) were used to investigate the associations between class clown behavior and indicators of social status and social functioning in the classroom in a sample of N = 300 students attending grades 6 to 9 (mean age: 13.09 years, 47.7\% male). Participants and their teachers completed measures of class clown behavior, and peer nominations of peer acceptance, mutual friends as well as social behavior in the classroom (popular-leadership, aggressive-disruptive, sensitive-isolated, and prosocial behaviors) were collected. The results showed that overall, class clown behavior was positively related to peer acceptance, the number of mutual friends in the classroom and peer-perceived social status. Overall, it was also positively related to peer-rated popular-leadership and aggressive-disruptive behaviors, as well as negatively related to prosocial behaviors. When considering the four dimensions of class clown behavior, comic talent was particularly relevant for the relationship with social status and with popular-leadership behaviors, but also with aggressive-disruptive behaviors. Aggressive-disruptive behaviors were also particularly related to the class clown dimension disruptive rule-breaker. The results underline the significance of class clown behavior for the social status and functioning of students and may help further understand the phenomenon in its multidimensional nature.},
  file = {/Users/nicolasbressoud/Zotero/storage/8U6R7MAQ/fpsyg-10-00604.pdf},
  journal = {Frontiers in Psychology},
  keywords = {Adolescence,Class clown,Disruptive behavior,Humor,Likeability,Peer acceptance,Peer relationships,School},
  number = {APR}
}

@article{wagner2020,
  title = {Character {{Strengths Are Related}} to {{Students}}' {{Achievement}}, {{Flow Experiences}}, and {{Enjoyment}} in {{Teacher}}-{{Centered Learning}}, {{Individual}}, and {{Group Work Beyond Cognitive Ability}}},
  author = {Wagner, Lisa and Holenstein, Mathias and Wepf, Hannah and Ruch, Willibald},
  year = {2020},
  volume = {11},
  doi = {10.3389/fpsyg.2020.01324},
  file = {/Users/nicolasbressoud/Zotero/storage/8DIKNTAG/fpsyg-11-01324.pdf},
  journal = {Frontiers in Psychology}
}

@article{waters2014,
  title = {Contemplative {{Education}}: {{A Systematic}}, {{Evidence}}-{{Based Review}} of the Effect of {{Meditation Interventions}} in {{Schools}}},
  author = {Waters, Lea E. and Barsky, Adam and Ridd, Amanda and Allen, Kelly},
  year = {2014},
  pages = {1--32},
  issn = {1040-726X\textbackslash r1573-336X},
  doi = {10.1007/s10648-014-9258-2},
  abstract = {Schools need reliable evidence about the outcomes of meditation programs before they consider if and how such programmes can influence learning agendas, curriculum and timetables. This paper reviewed evidence from 15 peer-reviewed studies of school meditation programmes with respect to three student outcomes: well-being, social competence and academic achievement. In total, there were 76 results where effect sizes could be calculated. The overall number of participants in the effect size analyses was 1,797. Of the 76 effect sizes calculated, 61 \% were statistically significant. Sixty-seven per cent of the results had small effects on student outcomes, 24 \% of the results had medium effect strength and 9 \% showed a large effect of meditation upon student outcomes. Transcendental meditation programmes had a higher percentage of significant effects than mindfulness-based and other types of meditation programmes, but this may be to do with the settings and programme delivery rather than the technique itself. Programme elements such as duration, frequency of practice and type of instructor influenced student outcomes. A conceptual model is put forward based on two propositions: proposition 1\textemdash meditation positively influences student success by increasing cognitive functioning; proposition 2\textemdash meditation positively influences student success by increasing emotional regulation. Suggestions are made to stimulate future research and to assist in the development of more efficacious applications for meditation in schools.},
  journal = {Educational Psychology Review},
  keywords = {Academic achievement,Cognitive function,Emotional regulation,Meditation,Mindfulness,Social competence,Student well-being}
}

@article{waters2019,
  title = {{{SEARCH}}: {{A Meta}}-{{Framework}} and {{Review}} of the {{Field}} of {{Positive Education}}},
  author = {Waters, L. and Loton, D.},
  year = {2019},
  month = jul,
  doi = {10.1007/s41042-019-00017-4},
  journal = {International Journal of Applied Positive Psychology}
}

@book{watersCultiverSesForces2019,
  title = {{Cultiver ses forces: l'\'education positive au quotidien}},
  shorttitle = {{Cultiver ses forces}},
  author = {Waters, Lea},
  year = {2019},
  abstract = {Nous croyons rendre nos enfants forts et les aider \`a r\'eussir en corrigeant leurs d\'efauts, en relevant ce qui ne va pas, leurs mauvaises notes, leurs erreurs et autres points faibles. S'appuyant sur trente ann\'ees d'\'etudes scientifiques en neurosciences et psychologie positive, Lea Waters d\'emontre que d\'etecter et renforcer les points forts et qualit\'es d'un enfant s'av\`ere bien plus productif. Dans ce livre, l'auteure nous d\'etaille le parentage bas\'e sur les forces (PBF). Elle nous accompagne pas \`a pas dans la d\'ecouverte des forces cach\'ees ou inapparentes de nos enfants et nous explique comment faire pour les aider \`a les d\'evelopper. L'approche par les forces n'ignore pas les faiblesses et ne consiste pas \`a inonder les enfants de louanges. L'auteure le souligne, les compliments sont souvent contre-productifs. L'approche de Lea Waters se r\'ev\`ele d'une stup\'efiante efficacit\'e, tant pour les parents que pour les enfants. Car les parents aussi gagnent \`a rep\'erer leurs forces et talents ! Changer son regard et se focaliser sur les forces est une exp\'erience magique. Non seulement la relation parent-enfant est plus confiante et joyeuse, mais les enfants gagnent en assurance, leurs r\'esultats scolaires s'am\'eliorent, les parents observent une inimaginable coop\'eration \`a la maison... l'atmosph\`ere familiale est transfigur\'ee. [4e couv.]},
  annotation = {OCLC: 1089433359},
  isbn = {978-2-7096-6140-9},
  language = {French}
}

@book{watersStrengthSwitchHow2017,
  title = {The Strength Switch: How the New Science of Strength-Based Parenting Can Help Your Child and Your Teen to Flourish},
  shorttitle = {The Strength Switch},
  author = {Waters, Lea},
  year = {2017},
  publisher = {{Avery, an imprint of Penguin Random House}},
  address = {{New York}},
  isbn = {978-1-101-98364-5},
  keywords = {Parent and child,Parenting},
  lccn = {HQ755.8 .W379 2017}
}

@article{weber2016,
  title = {Positive {{Feelings}} at {{School}}: {{On}} the {{Relationships Between Students}}' {{Character Strengths}}, {{School}}-{{Related Affect}}, and {{School Functioning}}},
  author = {Weber, Marco and Wagner, Lisa and Ruch, Willibald},
  year = {2016},
  month = feb,
  volume = {17},
  pages = {341--355},
  issn = {1389-4978\textbackslash n1573-7780},
  doi = {10.1007/s10902-014-9597-1},
  abstract = {The present study was designed to examine the relationships between students' character strengths, school-related affect, positive school functioning (i.e., motivation to learn, interest, and engagement at class), and school achievement following the ``engine model of well-being'' that is focusing on inputs (e.g., personality traits), processes (e.g., moods, emotions), and outcomes (e.g., engagement, accomplishments) within the context of well-being research. A sample of 196 children completed the Values in Action Inventory of Strengths for Youth, which assesses 24 character strengths, and the PANAS-C that assesses school-related positive and negative affect. Additionally, homeroom teachers rated students' positive school functioning (i.e., motivation, engagement, and interest at school) and their overall school achievement. The character strengths of zest, love of learning, perseverance, and social intelligence showed the strongest positive correlations with school-related positive affect. Teamwork, hope, self-regulation, and love were substantially negatively correlated with school-related negative affect. Certain character strengths showed positive relationships with positive school functioning and overall school achievement. A path model, testing the ``engine model of well-being'', found\textemdash additionally to direct effects\textemdash indirect relationships between character strengths and positive school functioning (through school-related positive affect), which in turn leads to higher school achievement. The presented findings show character strengths as meaningful resources in the schooling context. Character strengths emerge to be crucial for students to experience school-related positive affect, which in turn supports students' positive school functioning and their overall school achievement. The results demonstrate the complex interplay between students' personality traits, affect, school functioning, and achievement at school.},
  journal = {Journal of Happiness Studies},
  keywords = {“Engine model of well-being”,Character strengths,Children,School achievement,School functioning,School-related affect},
  number = {1}
}

@misc{wehmeyer2019,
  title = {A Conversation on the {{Application}} of Positive Psychology to Disability Contexts.},
  author = {Wehmeyer, Michael Lee and Niemiec, Ryan M. and Bressoud, Nicolas and Lam, Cici},
  year = {2019},
  month = jul,
  address = {{Melbourne, Australia}},
  language = {english},
  type = {Round Table}
}

@book{wehmeyerStrengthbasedApproachesEducating2019,
  title = {Strength-Based Approaches to Educating All Learners with Disabilities: Beyond Special Education},
  shorttitle = {Strength-Based Approaches to Educating All Learners with Disabilities},
  author = {Wehmeyer, Michael L.},
  year = {2019},
  publisher = {{Teachers College Press}},
  address = {{New York}},
  isbn = {978-0-8077-6122-9},
  keywords = {Children with disabilities,Education,Education Curricula,Services for,Special education},
  lccn = {LC4015 .W43 2019}
}

@article{weisberg2013,
  title = {Guided Play: {{Where}} Curricular Goals Meet a Playful Pedagogy},
  author = {Weisberg, Deena Skolnick and {Hirsh-Pasek}, Kathy and Golinkoff, Roberta Michnick},
  year = {2013},
  volume = {7},
  pages = {104--112},
  issn = {1751-228X},
  doi = {10.1111/mbe.12015},
  abstract = {Decades of research demonstrate that a strong curricular approach to preschool education is important for later developmental outcomes. Although these findings have often been used to support the implementation of educational programs based on direct instruction, we argue that guided play approaches can be equally effective at delivering content and are more developmentally appropriate in their focus on child-centered exploration. Guided play lies midway between direct instruction and free play, presenting a learning goal, and scaffolding the environment while allowing children to maintain a large degree of control over their learning. The evidence suggests that such approaches often outperform direct-instruction approaches in encouraging a variety of positive academic outcomes. We argue that guided play approaches are effective because they create learning situations that encourage children to become active and engaged partners in the learning process.},
  journal = {Mind, Brain, and Education},
  number = {2}
}

@article{wellenzohn2016,
  title = {Humor-Based Online Positive Psychology Interventions: {{A}} Randomized Placebo-Controlled Long-Term Trial},
  author = {Wellenzohn, Sara and Proyer, Ren{\'e} T. and Ruch, Willibald},
  year = {2016},
  volume = {9760},
  pages = {1--11},
  doi = {10.1080/17439760.2015.1137624},
  abstract = {While correlational evidence exists that humor is positively associated with well-being, only few studies addressed causality. We tested the effects of five humor-based activities on happiness and depression in a placebo-controlled, self-administered online positive psychology intervention study (N~=~632 adults). All of the five one-week interventions enhanced happiness, three for up to six months (i.e. three funny things, applying humor, and counting funny things), whereas there were only short-term effects on depression (all were effective directly after the intervention). Additionally, we tested the moderating role of indicators of a person~\texttimes ~intervention-fit and identified early changes in well-being and preference (liking of the intervention) as the most potent indicators for changes six months after the intervention. Overall, we were able to replicate existing work, but also extend knowledge in the field by testing newly developed interventions for the first time. Findings are discussed with respect...},
  journal = {The Journal of Positive Psychology},
  keywords = {happiness,humor,online intervention,person × intervention fit,positive psychology intervention},
  number = {January}
}

@article{wendelborg2008,
  title = {School Placement and Classroom Participation among Children with Disabilities in Primary School in {{Norway}}: A Longitudinal Study},
  author = {Wendelborg, Christian and T{\o}ssebro, Jan},
  year = {2008},
  volume = {23},
  pages = {305--319},
  issn = {0885625080},
  doi = {10.1080/08856250802387257},
  abstract = {The purpose of this paper is to address changes in school placement and classroom participation with respect to children with disabilities of primary school age in Norway, as well as examining the factors which explain variation in school placement and classroom participation. School placement refers to whether children with disabilities attend regular school, while classroom participation refers to time spent in regular classrooms at regular schools. The analysis is based on longitudinal data drawn from surveys undertaken in 2003 and 2006, of parents of children with disabilities. Present findings suggest there are no major changes in school placement during primary school years, which is contrary to earlier findings. However, the amount of time children with disability are absent from regular classes does increase significantly as the children become older. Size of municipality population, type of disability and degree of impairment are the main factors which have an impact on school placement. In addition to these, the amount of special education also has an impact on classroom participation. There are small changes in mechanisms that lead children out of both regular schools and classrooms, during their primary school years. However, some of the identified factors strengthen in importance as the children become older. The apparent policy change for older children, from special school placement to an "out of class" practice, is discussed. It could be seen as regular schools' adaptation to the tension between the prevailing ideology of inclusion and schools' maintenance of existing practice.},
  journal = {European Journal of Special Needs Education},
  keywords = {Classroom participation,Disabilities,Inclusion,Longitudinal,School placement},
  number = {4}
}

@article{white1970,
  title = {Locus of Evaluation for Classroom Work and the Development of Creative Potential},
  author = {White, K and Owen, D},
  year = {1970},
  pages = {292--295},
  journal = {Psychology in the Schools}
}

@book{white2015,
  title = {Evidence-Based Approaches in Positive Education: Implementing a Strategic Framework for Well-Being in Schools},
  author = {White, Mathew A and Murray, A Simon and Seligman, Martin E P},
  year = {2015},
  abstract = {Based on action research and implementation at one of the world's great schools, this book provides a much-needed exploration of how to implement positive education at a whole school level. Evidence-Based Approaches in Positive Education summarises the integration of a whole-school mental health and well-being strategy, positive psychology programs and pastoral care models from 3-18 years of age. Positive education is the teaching of scientifically validated programs from positive psychology and character education that have an impact on student and staff well-being. It is an approach that focuses on teaching, building and embedding social and emotional learning throughout a student's experience. St Peter's College - Adelaide is the only institution in the world to integrate Martin Seligman's well-being theory throughout all aspects of both its strategic intent and positive education programs. The School?s vision is to be a world-class school where all boys flourish. Its mission is to provide an exceptional education that brings out the very best in every boy. This is done within an intellectually and spiritually rich environment that nurtures international-mindedness, intercultural understanding, respect and a commitment to social justice. This book captures the developments of the St Peter's College journey. It focuses on the integration of well-being across seven strategic goals: Academics; Well-being; Student Life; Entrepreneurship; Innovation and Partnerships; People, Culture and Change; Sustainability and Environment; Community Engagement, Advancement, and Philanthropy. A uniquely Australian school, the impact of a St Peter's College education is to build great men: who believe safety, service and integrity and fundamental parts of their lives; who are active members of communities that are socially and culturally diverse; who engage in political, ethical, and environmental challenges as good citizens. Since 1847, St Peter's College alumni have had global and life-changing impact in all fields of human endeavour. The School's alumni include three Nobel Laureates, 42 Rhodes Scholars, Olympians and Archbishops, artists and scientists, educators and journalists, actors and politicians, philanthropists and physicians, CEOs, diplomats and soldiers, explorers, painters and poets. This book shares evidence-based practices and makes a substantial contribution to the rapidly developing field of positive psychology and its application in schools.},
  isbn = {978-94-017-9667-5}
}

@article{white2015a,
  title = {A Case Study of `{{The Good School}}:' {{Examples}} of the Use of {{Peterson}}'s Strengths-Based Approach with Students},
  author = {White, Mathew A. and Waters, Lea E.},
  year = {2015},
  volume = {10},
  pages = {69--76},
  issn = {1743-9760},
  doi = {10.1080/17439760.2014.920408},
  abstract = {This applied case study centers on two aspects of Peterson?s research as introduced into a large K-12 school in Australia: (i) creating enabling institutions and (ii) applications of character strengths. The paper describes five character strengths initiatives. Four of the strengths initiatives have been integrated into existing school experiences such as English curriculum, school sport, student leadership, and counseling. The fifth initiative involved a brand new program which introduced a Positive Education Curriculum for years?K-10. We describe these five initiatives and then explain how students at the school may experience these in a more holistic and integrated way. We hope that this article will act as a fitting tribute to the legacy of Christopher Peterson.\textbackslash nThis applied case study centers on two aspects of Peterson?s research as introduced into a large K-12 school in Australia: (i) creating enabling institutions and (ii) applications of character strengths. The paper describes five character strengths initiatives. Four of the strengths initiatives have been integrated into existing school experiences such as English curriculum, school sport, student leadership, and counseling. The fifth initiative involved a brand new program which introduced a Positive Education Curriculum for years?K-10. We describe these five initiatives and then explain how students at the school may experience these in a more holistic and integrated way. We hope that this article will act as a fitting tribute to the legacy of Christopher Peterson.},
  journal = {The Journal of Positive Psychology},
  keywords = {character education moral education,positive psychology,schools,strengths},
  number = {1}
}

@book{white2015b,
  title = {Evidence-Based Approaches in Positive Education: Implementing a Strategic Framework for Well-Being in Schools},
  shorttitle = {Evidence-Based Approaches in Positive Education},
  author = {White, Mathew A and Murray, A. Simon and Seligman, Martin E. P},
  year = {2015},
  abstract = {Based on action research and implementation at one of the world's great schools, this book provides a much-needed exploration of how to implement positive education at a whole school level. Evidence-Based Approaches in Positive Education summarises the integration of a whole-school mental health and well-being strategy, positive psychology programs and pastoral care models from 3-18 years of age. Positive education is the teaching of scientifically validated programs from positive psychology and character education that have an impact on student and staff well-being. It is an approach that focuses on teaching, building and embedding social and emotional learning throughout a student's experience. St Peter's College - Adelaide is the only institution in the world to integrate Martin Seligman's well-being theory throughout all aspects of both its strategic intent and positive education programs. The School?s vision is to be a world-class school where all boys flourish. Its mission is to provide an exceptional education that brings out the very best in every boy. This is done within an intellectually and spiritually rich environment that nurtures international-mindedness, intercultural understanding, respect and a commitment to social justice. This book captures the developments of the St Peter's College journey. It focuses on the integration of well-being across seven strategic goals: Academics; Well-being; Student Life; Entrepreneurship; Innovation and Partnerships; People, Culture and Change; Sustainability and Environment; Community Engagement, Advancement, and Philanthropy. A uniquely Australian school, the impact of a St Peter's College education is to build great men: who believe safety, service and integrity and fundamental parts of their lives; who are active members of communities that are socially and culturally diverse; who engage in political, ethical, and environmental challenges as good citizens. Since 1847, St Peter's College alumni have had global and life-changing impact in all fields of human endeavour. The School's alumni include three Nobel Laureates, 42 Rhodes Scholars, Olympians and Archbishops, artists and scientists, educators and journalists, actors and politicians, philanthropists and physicians, CEOs, diplomats and soldiers, explorers, painters and poets. This book shares evidence-based practices and makes a substantial contribution to the rapidly developing field of positive psychology and its application in schools.},
  annotation = {OCLC: 908763293},
  isbn = {978-94-017-9667-5},
  language = {English}
}

@book{white2015c,
  title = {Evidence-Based Approaches in Positive Education: Implementing a Strategic Framework for Well-Being in Schools},
  shorttitle = {Evidence-Based Approaches in Positive Education},
  author = {White, Mathew A and Murray, A. Simon},
  year = {2015},
  abstract = {"Based on action research and implementation at one of the world's great schools, this book provides a much-needed exploration of how to implement positive education at a whole school level. Evidence-Based Approaches in Positive Education summarises the integration of a whole-school mental health and well-being strategy, positive psychology programs and pastoral care models from 3 - 18 years of age. Positive education is the teaching of scientifically validated programs from positive psychology and character education that have an impact on student and staff well-being. It is an approach that focuses on teaching, building and embedding social and emotional learning throughout a student's experience. St Peter's College - Adelaide is the only institution in the world to integrate Martin Seligman's well-being theory throughout all aspects of both its strategic intent and positive education programs. The School's vision is to be a world-class school where all boys flourish. Its mission is to provide an exceptional education that brings out the very best in every boy. This is done within an intellectually and spiritually rich environment that nurtures international-mindedness, intercultural understanding, respect and a commitment to social justice. This book captures the developments of the St Peter's College journey. It focuses on the integration of well-being across seven strategic goals: Academics; Well-being; Student Life; Entrepreneurship; Innovation and Partnerships; People, Culture and Change; Sustainability and Environment; Community Engagement, Advancement, and Philanthropy. A uniquely Australian school, the impact of a St Peter's College education is to build great men: who believe safety, service and integrity and fundamental parts of their lives; who are active members of communities that are socially and culturally diverse; who engage in political, ethical, and environmental challenges as good citizens. Since 1847, St Peter's College alumni have had global and life-changing impact in all fields of human endeavour. The School's alumni include three Nobel Laureates, 42 Rhodes Scholars, Olympians and Archbishops, artists and scientists, educators and journalists, actors and politicians, philanthropists and physicians, CEOs, diplomats and soldiers, explorers, painters and poets. This book shares evidence-based practices and makes a substantial contribution to the rapidly developing field of positive psychology and its application in schools. ." -- Prov\'e de l'editor.},
  annotation = {OCLC: 1107671881},
  isbn = {978-94-017-9667-5},
  language = {English}
}

@article{white2018,
  title = {Positive Education: {{Learning}} and Teaching for Wellbeing and Academic Mastery},
  author = {White, M A and Kern, M L},
  year = {2018},
  volume = {8},
  pages = {1--17},
  doi = {10.5502/ijw.v8i1.588},
  abstract = {Over the past decade, positive education has emerged as a rapidly growing arm of positive psychology that has attracted both interest and critique. Through a case study, we show that positive education can positively impact students, teachers, and others within the educational community, but success is not immediate nor imminent. We suggest that successful positive education programs blend evidence-based learning from the science of positive psychology, best practices in learning and teaching, whole school strategy, and evaluation, and consider pedagogy, philosophical assumptions, and the school's culture. Positive education must be studied, applied, and managed responsibly, as there is also potential that attempts are ineffective or do harm. Finally, we consider implications for training, teaching, and professional practice. Positive education has made significant progress, but future research and application will benefit from a unified theoretical framework that adequately incorporates educational knowledge and pedagogical practice.},
  journal = {International Journal of Wellbeing},
  keywords = {critical perspective,culture change,positive education,positive psychology,professional practice,wellbeing science},
  number = {1}
}

@article{white2019,
  title = {Meta-Analyses of Positive Psychology Interventions: {{The}} Effects Are Much Smaller than Previously Reported},
  author = {White, Carmela A. and Uttl, Bob and Holder, Mark D.},
  editor = {Pietschnig, Jakob},
  year = {2019},
  month = may,
  volume = {14},
  pages = {e0216588-e0216588},
  doi = {10.1371/journal.pone.0216588},
  journal = {PLOS ONE},
  number = {5}
}

@article{willingham2017,
  title = {A {{Mental Model}} of the {{Learner}} : {{Teaching}} the {{Basic Science}} of {{Educational Psychology}} to {{Future Teachers}}},
  author = {Willingham, Daniel T},
  year = {2017},
  volume = {11},
  pages = {166--175},
  doi = {10.1111/mbe.12155},
  journal = {Mind, Brain, and Education},
  number = {4}
}

@article{wood2010,
  title = {The Absence of Positive Psychological (Eudemonic) Well-Being as a Risk Factor for Depression: {{A}} Ten Year Cohort Study},
  author = {Wood, Alex M. and Joseph, Stephen},
  year = {2010},
  volume = {122},
  pages = {213--217},
  issn = {01650327},
  doi = {10.1016/j.jad.2009.06.032},
  abstract = {Background: Previous research in psychiatry has focused on how negative personality traits and impaired well-being form risk factors for depression. This study presents the first longitudinal test of whether the absence of positive well-being forms an additional unique risk factor for depression. Methods: A large cohort of 5566 people completed a survey at two time points, aged 51-56 at Time 1 and 63-67 at Time 2. Positive psychological well-being included measures self-acceptance, autonomy, purpose in life, positive relationships with others, environmental mastery, and personal growth. Personality was measured as extraversion, neuroticism, agreeableness, conscientiousness, and openness to experience. Depression was measured with the CES-D scale. Results: People with low positive well-being were 7.16 times more likely to be depressed 10-years later. After controlling for personality, negative functioning, prior depression, demographic, economic, and physical heath variables, people with low positive well-being were still over twice as likely to be depressed. Limitations: All measures were self-report, rather than based on peer-report or physician diagnosis. An aging population was studied; replication is needed in younger populations. Conclusions: The absence of positive well-being forms a substantial risk factor for depression, independent of the presence of negative functioning and impaired physical health. Older people with low PWB are very likely to become depressed over 10??years, and preventative intervention and monitoring of these individuals are indicated. ?? 2009 Elsevier B.V. All rights reserved.},
  journal = {Journal of Affective Disorders},
  keywords = {Autonomy,Depression,Environmental mastery,Eudemonic,Personal growth,Personality,Positive psychology,Psychological well-being,Purpose in life,Relationships,Subjective well-being},
  number = {3}
}

@article{wood2011,
  title = {Using Personal and Psychological Strengths Leads to Increases in Well-Being over Time: {{A}} Longitudinal Study and the Development of the Strengths Use Questionnaire},
  author = {Wood, Alex M. and Linley, P. Alex and Maltby, John and Kashdan, Todd B. and Hurling, Robert},
  year = {2011},
  volume = {50},
  pages = {15--19},
  issn = {0191-8869},
  doi = {10.1016/j.paid.2010.08.004},
  abstract = {Positive psychology focuses on the benefits of both possessing and using personal strengths, however existing research has focused exclusively on having rather than using strengths. This study validates the Strengths Use Scale and presents the first test of whether strength use leads to improved well-being. A community sample (N=207) completed measures at baseline and three and six month follow-up. The scale had a clear one-factor structure, high internal consistency (??=.94-.97), and impressive three- and six-month stability (r=.84). Strengths use led to less stress, and greater self-esteem, vitality and positive affect over both longitudinal assessment periods. Strengths use is an important longitudinal predictor of well-being, and the new scale is a reliable and valid measurement tool. ?? 2010 Elsevier Ltd.},
  journal = {Personality and Individual Differences},
  keywords = {Affect,Longitudinal,Positive psychology,Psychometrics,Strengths,Well-being},
  number = {1}
}

@article{worldgovernmentsummit2017,
  title = {The State of Positive Education},
  author = {{World Government Summit} and {IPEN}},
  year = {2017},
  pages = {1--60},
  abstract = {Positive education views school as a place where students not only cultivate their intellectual minds, but also develop a broad set of character strengths, virtues, and competencies, which together support their well-being. What this looks like differs from country to country and school-to-school, but at its core is the `character + academics' approach to education. The International Positive Education Network (IPEN) supports and drives such a change in education around the world.},
  journal = {The state of positive education},
  number = {April}
}

@article{yao2018,
  title = {Chinese Class Teachers' Views of the Effects of Inclusive Education for Children with Developmental Disabilities: {{A}} Qualitative Study},
  author = {Yao, Xiaoxue and Liu, Chunling and Wang, Jingying and Du, Linyan and Xin, Weihao},
  year = {2018},
  volume = {3116},
  pages = {1--16},
  doi = {10.1080/13603116.2018.1557269},
  journal = {International Journal of Inclusive Education}
}

@article{yelinek2017,
  title = {`{{Show}} Me Your Mad Faces!' Preschool Teachers' Emotion Talk in the Classroom},
  author = {Yelinek, Jillian and Grady, Jessica Stoltzfus},
  year = {2017},
  volume = {189},
  pages = {1063--1071},
  doi = {10.1080/03004430.2017.1363740},
  journal = {Early Child Development and Care},
  number = {7}
}

@article{yuan2019,
  title = {Respect the {{Power}} of {{Large}}-{{Scale Assessments}}: {{What They Cannot Measure}}},
  author = {Yuan, Zhenguo and Zhao, Yong},
  year = {2019},
  month = sep,
  volume = {2},
  pages = {253--261},
  doi = {10.1177/2096531119868079},
  journal = {ECNU Review of Education},
  number = {3}
}

@article{zhang2012,
  title = {School {{Engagement Trajectories}} and {{Their Differential Predictive Relations}} to {{Dropout}}},
  author = {Zhang, Yiwen and Gan, Yiqun and Cham, Heining and Wang, Ming-Te and Willett, John B and Eccles, Jacquelynne S. and Peck, Stephen C and Veiga, Feliciano H. and Vasalampi, K. and {Salmela-Aro}, K. and Nurmi, J. E. and Skinner, Ellen and Furrer, Carrie and Marchand, Gwen and Kindermann, Thomas and Martin, Andrew J and Libbey, Hp and Li, Yibing and Zhang, Wei and Liu, Jianjun and Arbeit, Miriam R and Schwartz, Seth J and Bowers, Edmond P and Lerner, Richard M and Klem, Adena M and Connell, James P and Janosz, Michel and Archambault, Isabelle and Morizot, Julien and Pagani, Linda S. and Green, Jasmine and Liem, Gregory Arief D and Colmar, Susan and Marsh, Herbert W and McInerney, Dennis and Fall, Anna-M{\'a}ria and Roberts, Greg and Estell, Db and Perdue, Nh and D'Mello, S and Williams, C and Caraway, Kirsten and Tucker, Carolyn M. and Reinke, Wendy M. and Hall, Charles and Fallu, Jean-S{\'e}bastien and Appleton, James J},
  year = {2012},
  volume = {74},
  pages = {274--283},
  issn = {0022-2194 (Print)\textbackslash r0022-2194 (Linking)},
  doi = {10.1002/pits},
  abstract = {Although the concept of school engagement figures prominently in most school dropout theories, there has been little empirical research conducted on its nature and course and, more importantly, the association with dropout. Information on the natural development of school engagement would greatly benefit those interested in preventing student alienation during adolescence. Using a longitudinal sample of 11,827 French-Canadian high school students, we tested behavioral, affective, cognitive indices of engagement both separately and as a global construct. We then assessed their contribution as prospective predictors of school dropout using factor analysis and structural equation modeling. Global engagement reliably predicted school dropout. Among its three specific dimensions, only behavioral engagement made a significant contribution in the prediction equation. Our findings confirm the robustness of the overall multidimensional construct of school engagement, which reflects both cognitive and psychosocial characteristics, and underscore the importance attributed to basic participation and compliance issues in reliably estimating risk of not completing basic schooling during adolescence.},
  file = {/Users/nicolasbressoud/Zotero/storage/2KUEYCXS/Zhang et al. - 2012 - School Engagement Trajectories and Their Different.PDF},
  journal = {Journal of Adolescence},
  keywords = {Absenteeism,academic engagement,Achievement,achievement motivation,Adaptation,Adolescent,Adolescent Behavior,Adolescent Behavior: psychology,Adult,Affect,African Americans,African Americans: psychology,Attention,Attitude,burnout,Child,Child Behavior,Child Behavior: psychology,classroom participation,Cognition,cognitive abilities,disaffection,educational goal,Educational Status,educational trajectory,emo-,engagement,European Continental Ancestry Group,European Continental Ancestry Group: psychology,Factor Analysis,Faculty,Female,Humans,individual differences,Interpersonal Relations,its,Juvenile Delinquency,Juvenile Delinquency: prevention \& control,Juvenile Delinquency: statistics \& numerical data,learning,Longitudinal Studies,Male,Mental Health,Models,motivation,Motivation,Parents,Parents: psychology,Peer Group,Prospective Studies,Psychological,Psychometrics,Psychometrics: methods,Quebec,Quebec: epidemiology,Questionnaires,Reproducibility of Results,Risk Assessment,Risk Factors,school burnout,school engagement,school transition,Schools,Self Concept,Sex Factors,Social Behavior,Social Environment,Social Support,Statistical,Student Dropouts,Student Dropouts: psychology,Student Dropouts: statistics \& numerical data,Students,Students: psychology,Substance-Related Disorders,Substance-Related Disorders: epidemiology,Substance-Related Disorders: prevention \& control,Survival Analysis,United States,United States: epidemiology,Universities,Urban Population},
  number = {4}
}

@article{zotero-1112,
  title = {Strengths-Based-Teaching-and-Learning-Approaches-for-Children-Perceptions-and-Practices-7593},
  file = {/Users/nicolasbressoud/Zotero/storage/9C6R4AUT/strengths-based-teaching-and-learning-approaches-for-children-perceptions-and-practices-7593.pdf}
}

@article{zotero-1216,
  type = {Article}
}

@article{zotero-617,
  title = {{{SchrchDoudin}}\_{{CSPS}}\_2\_13\_2014}
}

@article{zotero-724,
  title = {Strengths {{Analysis}}}
}

@article{zotero-781,
  title = {Eisenberg\_et\_al-1997-{{Child}}\_{{Development}}.Pdf}
}

@article{zotero-840,
  title = {Vsempathyhelpskidstolearn}
}

@article{zotero-846,
  title = {Gaelle\_{{Molinari}}}
}

@article{zotero-853,
  title = {Flow {{En Contexte \'Educatif}} - {{Recherches}}}
}

@article{zotero-865,
  title = {Que Nous Apprend {{Pekrun}} Sur Les \'Emotions \`a l'\'ecole ?}
}

@article{zotero-873,
  title = {R\'ef\'erences}
}

@book{zyl2019,
  title = {Evidence-{{Based Positive Psychological Interventions}} in {{Multi}}-{{Cultural Contexts}}},
  author = {Zyl, Llewellyn Ellardus Van},
  year = {2019},
  doi = {10.1007/978-3-030-20311-5},
  isbn = {978-3-030-20310-8}
}