Validation de l’échelle Sentiments Sur l’École (SSE) auprès d’élèves de 6 à 11 ans : une traduction enrichie du Feelings about School (FAS)

Abstract Graphic Creativity, Feelings about School, and Engagement in the School Environment: What Are the Interindividual Differences between Gifted and Non-Gifted Children?

“…Two psychometric scales were used (see Table 3 ): the AAS ( Sanchez and Blanc 2019 ) and the French FAS ( Sanchez et al 2022 ), which corresponds to the enriched translation of the Feelings about School (FAS; Valeski and Stipek 2001 ). The AAS is a heteroevaluative scale for measuring teacher engagement in the school environment.…”

“…Such a discrepancy sometimes causes difficulties for these children, who reach an understanding of the complexity of the world before others, without being emotionally better equipped to confront it (e.g., Papadopoulos 2020 ). Because the different domains of human development (physical, cognitive, social, and emotional) are interdependent ( Diamond 2007 ) and because emotional intelligence impacts both the emotional and social development of the child ( Abdulla Alabbasi et al 2021 ), emotional intelligence will be also discussed in this study, but mainly indirectly: The social cognition of the gifted schoolchild is indeed addressed through his perceived behavioral engagement with the teacher (AAS; Sanchez and Blanc 2019 ) and his perception of the fluidity of his relationship with the teacher (French FAS; Sanchez et al 2022 ).…”

“…Therefore, it is ideally necessary to encourage and/or awaken in the child his natural propensities to engage in learning so that this commitment persists in the school environment. In this sense, the theory of a self-system process or self-system theory ( Connell and Wellborn 1991 ; Skinner and Belmont 1993 ; Skinner et al 2008 ), derived from SDT ( Ryan and Deci 2000 , 2017 ) and particularly adapted to learning, maintains the importance of ensuring that the three fundamental psychological needs of the child learner are met: the need for a sense of academic competence, the need for autonomy, and the need for relationships (e.g., Valeski and Stipek 2001 ; Skinner et al 2013 ; Tian et al 2018 ; Sanchez et al 2022 ). Two scales thus make it possible to better evaluate the pupil’s commitment.…”

“…Two scales thus make it possible to better evaluate the pupil’s commitment. The first is a self-evaluating scale for measuring the schoolchild’s Feelings about School, the French version of the FAS called SSE ( Sentiments Sur l’Ecole or French FAS; Sanchez et al 2022 ), which is an enriched version of the original FAS scale ( Valeski and Stipek 2001 ). The second is a heteroevaluative scale where we enlist the help of the teacher to measure the AAS (Autodetermination At School; Sanchez and Blanc 2019 ) of the schoolchild and to understand, in detail, their academic commitment and intrinsic motivation, as well as their behavioral involvement with their teacher and peers.…”

“…Ultimately, our approach aims to reconcile Renzulli’s theory with the theories of commitment (i.e., SDT and the theory of self-systemic processes) and multivariate creativity (see Figure 1 ), using tools developed from these empirical theories to consider the functioning of the gifted schoolchild. The notion of commitment has given rise to the use of two scales to measure Feelings about School (French FAS; Sanchez et al 2022 ) and Autodetermination At School (AAS; Sanchez and Blanc 2019 ). The notion of creativity has been explored through tests of convergent and divergent abstract graphic creativity from the EPoC ( Lubart et al 2011 ).…”