Star bene a scuola: il ruolo dell'abilità di letto-scrittura

[Autom. eng. transl.] In recent years it has been possible to appreciate a growing interest in the field of measuring and monitoring the well-being of children (Ben-Arieh and Goerge, 2001; Land, Lamb, et al., 2001). Positive psychology (Seligman and Csikszentmihalyi, 2000) gives the school the privileged role of educational agency par excellence and research is addressing the application of the study of the conditions that contribute to the optimal functioning (flourishing) of people, groups and institutions , also in the scholastic field (Oades, Robinson, et al., 2011; Seligman, 2011). The research presented in this paper explored the relationships between the child's general and school welfare and reading-writing skills. 87 primary school children aged 7 to 10 took part in the study. A quali-quantitative methodology was used: questionnaires were used to investigate global well-being (Comprehensive Inventory of Thriving, Su, Tay and Diener, 2014), school welfare (Questionnaire on school welfare, Tobia and Marzocchi, 2015) and of tests for reading-writing skills (Prove MT, Cornoldi and Colpo, 2007; dictated CEO, Bozzo, Pesenti, et al., 2003); the draw and write technique (Williams et al., 1989) was used to investigate the experience of well-being in children with the intention of allowing greater freedom of expression compared to self-reports. The results show interesting relationships between general and scholastic well-being and between these and reading-writing skills, according to the research hypotheses.