The present study explored the associations among positive psychological traits, school functioning, and psychological adjustment of elementary schoolchildren. Participants included 392 children in Grades 6–8 attending a Turkish public elementary school. There were 48.2% (189) female and 51.8% (203) male participants, and they ranged in age from 11 to 14 years (M= 12.83,SD= .94). Findings of the study indicated that youths with high positive psychological traits reported higher levels of prosocial behaviour, school belonging and academic achievement, and lower levels of externalising and internalising problems. Path analysis outcomes revealed that the positive psychology constructs had significant and large associations with prosocial behaviour, school belonging, internalising and externalising problems, as well as small-to-large associations with student academic achievement. Overall, the combination of these positive traits, namely covitality, had stronger associations with youths’ school functioning and psychological adjustment than the constructs that comprise covitality. The outcomes suggest substantial associations between positive psychological traits and youths’ school-based and psychological characteristics.

中文翻译：

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小学生的积极心理特征、学校运作和心理适应

本研究探讨了小学生积极心理特征、学校运作和心理调整之间的关系。参与者包括就读于土耳其公立小学的 6-8 年级的 392 名儿童。有 48.2% (189) 女性和 51.8% (203) 男性参与者，他们的年龄从 11 岁到 14 岁不等（米= 12.83,标清= .94)。研究结果表明，具有高度积极心理特征的青少年报告的亲社会行为、学校归属感和学业成就水平较高，而外化和内化问题的水平较低。路径分析结果显示，积极心理学结构与亲社会行为、学校归属感、内化和外化问题有着显着的关联，以及与学生学业成就的大小关联。总体而言，这些积极特征的组合，即共生性，与青少年的学校功能和心理调整的关联性比包含共生性的结构更强。