文献类型：期刊文献

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

作者：Tang, Xiaoqing[1];Lie, Yumei[2];Duan, Wenjie[3,4];Mu, Wenlong[5];Cheng, Xinfeng[4]

机构：[1]Zhongnan Univ Econ & Law, Sch Philosophy, Wuhan, Hubei, Peoples R China;[2]Wuhan Univ, Sch Sociol, Wuhan, Hubei, Peoples R China;[3]East China Univ Sci & Technol, Sch Social & Publ Adm, Shanghai, Peoples R China;[4]Xian Technol Univ, Sch Econ & Management, Xian, Shaanxi, Peoples R China;[5]Wuhan Univ, Sch Econ & Management, Wuhan, Hubei, Peoples R China

年份：2019

卷号：10

外文期刊名：FRONTIERS IN PSYCHOLOGY

收录：;WOS:【SSCI(收录号:WOS:000482840000001)】；

基金：This study was financially supported by the Cultivation Program of 2019 Central University Funding of Zhongnan University of Economics and Law (Grant no. 2722019PY059).

语种：英文

外文关键词：character strengths; strengths use; academic achievement; eudaimonic well-being; positive education; positive development; adolescents; longitudinal analysis

摘要：Despite the flourishing of positive education, understanding of whether different character strengths have different predictive effects on academic achievement/wellbeing 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.