The objective of the present article is to review the literature on strengths use and development in the workplace. This review (1) presents a summary of the outcomes of strengths use in organizations, and (2) proposes a general intervention model facilitating strengths development in the workplace. A systematic review was used to summarize the outcomes of studies on strengths use at work, whereas a narrative review was employed to examine the main strengths development interventions available, and to propose an integrative model. Results indicate that strengths use is associated with job satisfaction, work engagement, well-being, and work performance. Furthermore, scholars and professionals use similar intervention strategies that can be summarized in a five-step integrative model to promote strengths development in organizations. We discuss the theoretical and practical implications, as well as avenues for future research.

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Against the background of different psychological conceptualizations of hope, this article elaborates and validates a measure to assess hope as perceived by the general public adapting it from the hope and optimism subscale of the World Health Organization Quality of Life Spirituality, Religion and Personal Beliefs Questionnaire. The results presented here are part of a yearly Internet-based cross-sectional survey in Germany and Switzerland called Hope-Barometer, from which 4 samples of 3 different years with about 17,500 participants have been used. Following the results of exploratory and confirmatory factor analyses as well as convergent validity, discriminant value, and predictive utility, our findings suggest that the six items of the resulting Perceived Hope Scale exhibits robust psychometric properties, and that perceived hope is distinct and broader than dispositional hope, in which it relates not only to cognitive but also to spiritual, religious, and altruistic dimensions.

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This research develops a psychometrically sound measure of the Athlete Burnout Questionnaire (ABQ; Raedeke & Smith, 2001 ) in French (Le Questionnaire du Burnout Sportif, QBS). We first developed a preliminary version and then had 895 French adolescents involved in competitive sport or physical education at school complete the survey. The results showed good internal consistency (all Cronbach’s α values > .75). Confirmatory factor analysis with the three subscales of the ABQ (emotional and physical exhaustion, reduced sense of accomplishment, and devaluation) confirmed the structure of the instrument and good data fit (NNFI = .95, CFI = .96, GFI = .95, RMSEA = .07) in accordance with the results obtained in previous studies (e.g., Cresswell & Eklund, 2005a , b ; Raedeke & Smith, 2001 ). Furthermore, the patterns of relationships between the ABQ subscales and motivation, self-confidence, and anxiety provide concurrent validity of the ABQ.

Emotional well-being is particularly important in teenagers and young adults. Childhood and adolescence provide opportunities to develop the foundations for mental health and the school is an important mean that can enable it. It seems important to examine the evolution and differences in positive and negative emotions and experiences in adolescents and young adults in educational settings, which have received less interest in the literature. The main goal of this article (studies 2 and 3), is Electronic supplementary material The online version of this article (

International audienceThis study presents a validation of the Multidimensional Students' Life Satisfaction Scale (MSLSS, Huebner, 1994) into French on the basis of an 853 student sample selected from grades 9 and 12. The internal reliabilities of all sub-scales (Cronbach's Alpha coefficient ) were above the criterion of 0.70. Exploratory analysis supported a five factor solution, whilst the confirmatory analysis enabled the validation of a six-factor model with five first-order factors fitting onto one second order factor. Convergent analysis demonstrated that the MSLSS correlates well with depression and other well-being measures, as expected. The MSLSS was found to be reliable and valid for the French context. Furthermore, it appears that the scale, and more specifically its academic dimension, is moderately predictive of student achievement.Cette recherche présente la validation en français de la Multidimensional Students' Life Satisfaction Scale (MSLSS) de Huebner (1994) sur 853 élèves de troisième et de terminale. Les consistances internes (coefficient alpha de Cronbach) sont toutes supérieures à .70. L'analyse exploratoire permet bien de retrouver les cinq contextes de l'échelle, et l'analyse confirmatoire permet de valider le modèle en six facteurs avec cinq facteurs de premier ordre et un facteur de second ordre. Des analyses complémentaires montrent que l'échelle corrèle bien avec d'autres mesures liées au bien-être et à la dépression. Les différents résultats montrent que la version française de la MSLSS offre une bonne validité et permet de façon adéquate de mesurer le bien-être scolaire des élèves dans les différents contextes de l'échelle. Enfin, il s'avère que l'échelle, et plus spécifiquement sa dimension scolaire, est modérément prédictive des résultats scolaires des élèves de troisième mais pas de ceux de terminale

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