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Character Strengths Lead to Satisfactory Educational Outcomes Through Strength Use: A Longitudinal Analysis

机译:性格优势通过力量使用导致令人满意的教育成果:纵向分析

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摘要

Despite the flourishing of positive education, understanding of whether different character strengths have different predictive effects on academic achievement/well-being and the mechanisms of actions between character strengths are limited. Specifically, this study adopted strength use as a mediator to understand how character strength (assessed by caring, inquisitiveness, and self-control) is associated with students’ end-of-year academic achievements and eudaimonic well-being. Survey data from 349 adolescents from three different schools showed that three factors of character strengths have positive correlations with academic achievements and eudaimonic well-being. Regression models indicated that inquisitiveness and self-control predicted academic achievements, while caring, inquisitiveness, and self-control predicted eudaimonic well-being, with the foremost as the strongest predictor. Mediation analyses indicated that (1) strengths use fully mediated the relationship between inquisitiveness, self-control, and academic achievements/eudaimonic well-being, while (2) caring had a direct effect on eudaimonic well-being. These findings provided possible explanations on how character strengths could affect students’ academic achievements or eudaimonic well-being and theoretical and empirical evidence for practices that aim to enhance students’ academic achievements and positive developments via interventions based on character strengths.
机译:尽管积极的教育蓬勃发展,但对于不同的性格优势对学习成绩/幸福感是否具有不同的预测作用以及性格优势之间的作用机制的理解仍然有限。具体而言,这项研究采用力量作为中介,以了解性格力量(通过关怀,好奇心和自我控制评估)如何与学生的年终学业成就和自我精神状态相联系。来自三所不同学校的349名青少年的调查数据显示,性格优势的三个因素与学业成绩和过快的幸福感呈正相关。回归模型表明,好奇心和自我控制可以预测学业成绩,而关怀,好奇心和自我控制可以预测幸福感,其中最重要的是预测能力。调解分析表明,(1)优势的使用完全调节了好奇心,自我控制与学业成绩/自我感觉幸福之间的关系,而(2)关怀对自我感觉幸福有着直接影响。这些发现提供了关于品格优势如何影响学生的学业成就或大学生幸福感的可能解释,以及旨在通过基于品格优势的干预来提高学生的学业成就和积极发展的实践的理论和经验证据。

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