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The role of hope in school-aged children’s emotional well-being in relation to school environment and optimism/pessimism

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dc.contributor.author D'Entremont, Marc-Robert
dc.date.accessioned 2010-12-06T14:57:38Z
dc.date.available 2010-12-06T14:57:38Z
dc.date.issued 2008
dc.identifier.uri http://hdl.handle.net/10587/953
dc.description.abstract Interactions between classroom climate, dispositional optimism, and hope were examined in the prediction of emotional well-being in early adolescent students. The present study consisted of 98 students (32 boys, 65 girls, 1 unknown) in grades six, seven, and eight with a mean age of 12.51 years (SD = .95). Participants completed questionnaires regarding their classroom environment, future expectations, hopeful thinking, depression, and life satisfaction. Hierarchical multiple regression analyses revealed eleven interactions between classroom climate/dispositional optimism and hope in the prediction of depression and life satisfaction. As an example, it was found that classroom competitiveness was negatively related to satisfaction with friends for students low in hope but not for students with high hope. Implications of these interactions are discussed in terms of hope as a psychological strength and its role in promoting emotional well-being in early adolescent students. en_US
dc.language.iso en en_US
dc.subject Optimism in children -- Nova Scotia en_US
dc.subject Middle school students -- Psychology. en_US
dc.subject Depression in children -- Diagnosis en_US
dc.type Thesis en_US
dc.contributor.advisor Lagace-Seguin, Daniel
dc.title The role of hope in school-aged children’s emotional well-being in relation to school environment and optimism/pessimism en_US


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