Philippe Gay

Professeur Associé

Haute École Pédagogique du Canton de Vaud

Switzerland

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Philippe Gay is an Associate Professor at Haute École Pédagogique Vaud in Switzerland. His research primarily focuses on positive psychology interventions in educational settings, emotional competencies, and educational sustainability. Recent publications include investigations into students' emotional and motivational profiles in mathematics and adaptations of various scales for measuring teacher emotions and strengths. His work contributes significantly to the development of emotional competencies in students and effective behavior management in educational contexts.

Articles (16)

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2025

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2025

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2025

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2024

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2023

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2023

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2022

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2022

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2022

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2022

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2021

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2021

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2020

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2020

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2020

Collaborators (8)

Rebecca Shankland

Université Lumière Lyon 2

FRANCE

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Jean-Marc Gomez

Professor

SWITZERLAND

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Marine HASCOËT

Lecturer, Chargée d'enseignement

SWITZERLAND

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Andrea Samson

Associate Professor

SWITZERLAND

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Jacques Forest

Professeur titulaire

University of Quebec

CANADA

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Alain Pache

Professor

Haute École Pédagogique du Canton de Vaud

SWITZERLAND

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Catherine Audrin

SWITZERLAND

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Gilles Blandenier

Professeur

SWITZERLAND

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Philippe Gay

Research Interests

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Articles (16)

Correction to: Evermore Wellbeing for Teens: A Scoping Review of Stand-alone and Brief Positive Psychology Interventions for Potential Use in Educational Settings

Evermore Wellbeing for Teens: A Scoping Review of Stand-alone and Brief Positive Psychology Interventions for Potential Use in Educational Settings

French Validation of the Teacher Emotion Scale (TES-FR)

French Adaptation of the Strengths Use Scale

Assessment of cross-cutting competences in education for sustainable development

Research approaches in ESD/ESE: reflections of Swiss researchers

Comparative analysis of students’ emotional and motivational profiles in mathematics in grades 1–6

Self-Reported Flow in Online Learning Environments for Teacher Education: A Quasi-Experimental Study Using a Counterbalanced Design

Developing Students’ Emotional Competencies in English Language Classes: Reciprocal Benefits and Practical Implications

Quelle remédiation à l'anxiété de performance en classe? Une étude comparant trois conditions d'évaluation en vue de minimiser l'anxiété mathématique

On the rocky road to efficient behavior management: Can emotional competencies signal the better way?

Pourquoi et comment soutenir le développement des compétences émotionnelles chez les élèves âgés de 4 à 7 ans et chez leur enseignant.e ? Apports des sciences cognitives

The Competencies That School-Leavers Should Possess in Order to Meet the Challenges of the 21st Century

Programme Mindfulness-Based Stress Reduction (MBSR) auprès d’enseignants de primaire : Résultats d’une enquête de satisfaction et bénéfices subjectifs ressentis

Faut-il former les enseignants afin qu’ils cherchent à diminuer les émotions négatives de leurs élèves ou qu’ils leur apprennent à renforcer leurs émotions positives ?

Quelles compétences émotionnelles protègent des différentes dimensions du burnout chez les enseignants du primaire ?

Collaborators (8)

Rebecca Shankland

Jean-Marc Gomez

Marine HASCOËT

Andrea Samson

Jacques Forest

Alain Pache

Catherine Audrin

Gilles Blandenier

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