Dissertations / Theses: 'Strength of character'

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Biel, Andrea P. "Teaching to Strengths: Evaluation of a Character Strength Curriculum and Disciplinary Outcomes." Xavier University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1564788317136618.

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Koolman, Erin Leigh. "The feminine character: the balance between strength and charm." Kansas State University, 2015. http://hdl.handle.net/2097/18992.

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Master of Music
School of Music, Theatre, and Dance
Patricia Thompson
This Master’s Report is in the form of extended program notes on works performed on a graduate recital for a mezzo-soprano. The notes include biographical information, and a literary and historical exploration of the piece selected, to discuss the overall theme of the feminine character as she appears in contrasting works. Translations of the texts are included in the body of the text. The pieces discussed are Debussy’s Trois Chansons de Bilitis, Rossini’s “Cruda Sorte!...Già so per practica” from L’Italiana in Algeri, selections from Wolf’s Spaniches Liederbuch, Massenet’s “Va! Laisse couler mes larmes” from Werther, Lori Laitman’s Daughters, Handel’s “In gentle murmurs will I mourn” from Jephtha, and Granados’s La maja dolorosa No. 1, 2, and 3. The graduate recital was given in partial fulfillment of the requirements for the Master of Music degree in vocal performance on March 29th, 2015 performed in All Faiths Chapel at Kansas State University. It featured the piano talents of Amanda Arrington, with the aid of Jillian Emerson on cello, Janice McGregor on violin, and Christopher Gugel on flute.

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Darabi, Mitra. "Character strength and stress management in academic staff : a positive psychology perspective." Thesis, Sheffield Hallam University, 2013. http://shura.shu.ac.uk/20654/.

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This research programme aimed to explore why some academics cope with stress better than others and so preserve their well-being and mental health. A positive psychology perspective was adopted. Mixed methods were applied, with a quantitative study and two qualitative studies. Study 1 focused on the relationship between character strengths, stress, subjective well-being (SWB), and mental health (GHQ) in a sample of 216 academics. Hierarchical multiple regressions showed that psychological strengths of gratitude and hope agency were predictive of SWB and mental health. Stress had a negative relationship with character strengths, satisfaction with life, positive affect, and mental health and a positive relationship with negative affect. Tests of interactions between stress and character strengths with subjective well-being and mental health revealed that higher levels of optimism had a buffering effect on mental health (GHQ) when the levels of stress were higher. Sense of coherence as a work coping variable negatively predicted stress at work. Problem-focused coping negatively predicted stress while denial coping positively predicted stress. In a follow-up qualitative study of 31 academics, the following sources of stress were identified: the increased number of students, heavy workloads and administrative burdens, poor management, funding cuts, job insecurity, and threats from the government on the pension scheme. Support from colleagues and time management were identified as the most positive coping sources. Teaching and research were the most valuable elements of academic work and administration was less valued. A positive psychology intervention (the Three Good Things) was conducted in a sample of five academics. The aim was to evaluate the experience of participating in the intervention. The data from research diaries and a focus group discussion showed that colleagues, friends and family, presenting at a conference, and data collection and analysis were the most positive experiences among academics. Academics believed that the positive psychology intervention was useful in shifting their attentions from negative to positive thoughts. A non-parametric statistic was used to analyse the data from pre-assessment, post-assessment, and two week follow-up measures of stress, subjective well-being, mental health, and gratitude in Study 3. The Friedman test found no main effect on the intervention; however, satisfaction with life was the only variable that significantly changed over time in the intervention. The results of this research programme contribute to a limited body of knowledge on how psychological strengths, coping strategies and work coping variables may reduce stress and increase well-being and mental health. The research also provides recommendations for future research.

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Bergen, Angela Beth. "Adult Character Strength Use and Its Relationship to Physical and Mental Health." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6971.

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In this study, the use of human character strengths was evaluated as a component of mental and physical health. The majority of previous character strengths research has been limited to monotonic use of character strengths. This study evaluated subjective outcomes based on a new measure of how much adults reported underusing, optimally using, and overusing their character strengths. This exploratory study was theoretically grounded in the upward spiral model of lifestyle change. The underuse, optimal use, and overuse of character strengths were evaluated as predictors of physical and mental health status, health behaviors, and emotions. Using a convenience sample of 100 participants and a correlational design with regression analyses, as well as mediation with bootstrapping methods, the study determined that the optimal use of character strengths was predictive of better physical health, better mental health, more frequent health behaviors, and more frequent positive emotions. The underuse of character strengths was predictive of worse physical health, worse mental health, less frequent health behaviors, and more frequent negative emotions. Additionally, the overuse of character strengths was predictive of worse physical health, less frequent health behaviors, and more frequent negative emotions. Overuse of character strengths was not found to be predictive of worse mental health. Positive emotions mediated 53% of the relationship between optimal use of character strengths and health behaviors. Motivating individuals to engage in healthier lifestyles, although critical, can be challenging at times. This study is socially significant because it may offer increased knowledge on promoting positive emotions, the upward spiral of healthy behavioral choices, and better physical and mental health.

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Bjurberg, Helena. "Academic achievement and personality traits : an empirical and neurobiological investigation." Thesis, Högskolan i Skövde, Institutionen för biovetenskap, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-9540.

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The present thesis explores how personality traits are connected to academic achievement. First, a theoretical discussion on the neurobiological basis of different personality traits is presented, where variance in brain- activity, volume and chemistry describes possible differences in personality. Traits previously linked to academic achievement is also described in terms of neurobiology. This is followed by an empirical investigation of the connection between personality traits and academic achievement. Previous research suggest the Big Five (Costa & McCrae, 1992a) personality traits of conscientiousness, order and self-discipline to be positively associated with academic achievement. Also, similar suggestions have been put forward concerning the Values in Action (VIA-IS; Peterson & Seligman, 2004) character strengths of love of learning, self-regulation and persistence and academic achievement. 90 students in a medium sized Swedish senior high school completed the two personality inventories and their grades were collected. Positive correlations were found for the personality traits conscientiousness, order, and self-discipline and for the character strengths persistence, love of learning, perspective and open-mindedness. The results partly supported the hypotheses as well as extended the knowledge about what factors contribute to academic achievement. Discussion of the results and suggestions for further research concludes the thesis. Keywords: personality trait, character strength, neurobiology, academic achievement, BFI, VIA-IS

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Stennett, Danielle K. "STAND TALL." Kent State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1374849320.

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Valmontienė, Ramunė. "Vyresniųjų klasių mokinių priežasčių gyventi sąsajos su jų charakterio stiprybėmis ir subjektyviu laimingumu, kaip psichikos sveikatos ištekliais." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2009. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2009~D_20091221_142910-53394.

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Pozityvioji psichologija akcentuoja charakterio stiprybių ir laimingumo svarbą asmenybės gyvenimo kokybei, fizinei ir psichinei sveikatai, tačiau netirtos galimos šių reiškinių sąsajos su priežastimis gyventi, kurios gali būti reikšmingos vykdant savižudybių prevenciją. Atsižvelgiant į paauglystės amžiaus problemiškumą, šio tyrimo tikslas – įvertinti vyresniųjų klasių mokinių charakterio stiprybių ir laimingumo ryšį su priežastimis gyventi. Tyrime dalyvavo 180 (109 merginos ir 71 vaikinas) IX – XII klasių Kėdainių rajono Akademijos vidurinės mokyklos mokinių. Charakterio stiprybės matuotos tam skirto Charakterio stiprybių ir dorybių klausimyno trumpuoju variantu, sukurtu C. Peterson ir M. E. P. Seligman 2003 metais. Respondentų laimingumas apskaičiuotas Subjektyvaus laimingumo skale, sukurta S. Lyubomirsky 1999 m. Vyresniųjų klasių mokinių priežastys gyventi tirtos Priežasčių gyventi klausimynu, skirtu paaugliams, kurį sukūrė A. Osman 1998 metais. Tyrimo rezultatai parodė, kad charakterio stiprybės statistiškai patikimai skiriasi lyties atžvilgiu. Išskirta po tris labiausiai išreikštas charakterio stiprybes – merginų grupėje: humoras ir žaismingumas, mylėjimas ir buvimas mylima/meilės priėmimas bei dvasingumas/tikėjimas; vaikinų: mylėjimas ir buvimas mylimu/meilės priėmimas, dvasingumas/tikėjimas ir pomėgis mokytis. Taip pat rasti skirtumai tarp vaikinams ir merginoms reikšmingų priežasčių gyventi išreikštumo. Statistiškai reikšmingų skirtumų tarp vaikinų ir merginų... [toliau žr. visą tekstą]
Positive psychology of character strengths highlights the importance of personal happiness and quality of life, physical and mental health, but these effects have not been studied in a link with the reasons for living, which may be of interest in the suicide prevention. Evaluating the problemic side of adolescence the purpose of the study is to assess high school students' character strengths and happiness relationship with reasons for living. The study included 180 pupils (109 girls and 71 boy) of IX - XII grades from Kėdainiai District the Akademija Secondary school. The strengths of character were measured by the short version of the questionnaire, developed by C. Peterson and M. E. P. Seligman in 2003. The happiness of respondents were measured by Subjective happiness scale, the author - S. Lyubomirsky 1999. The reasons for living of the older pupils were investigated by the questionnaire created by A. Osman in 1998 and called The reasons for living questionnaire. The results showed statistical difference between the strength of character and gender. Excluded three most pronounced character strengths - in girls group: the humour and playfulness, loving and allowing oneself to be loved, spirituality/faith; in boys group: loving and allowing oneself to be loved, spirituality/faith and love of learning. Results also showed differences in the expression of the significant reasons for living between boys and girls. There were no statistically significant differences found in... [to full text]

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Chung, Hsiu-feng. "Resiliency and Character Strengths Among College Students." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/195507.

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This dissertation contributes to the literature on resiliency and character strengths. College students (N = 223) were administered questionnaires to determine the hassles they experienced in the last month, as well as their levels of life satisfaction, resiliency, and the four character strengths of Appreciation of Beauty and Excellence, Gratitude, Humility/Modesty, and Love. Reponses to the Ego Resiliency Scale were used to divide students into the following three groups: resilient, moderate-resilient, and low-resilient. Self-reported levels of life satisfaction, Appreciation of Beauty and Excellence, Gratitude, Humility/Modesty, and Love were compared across the three groups to determine whether they were significantly related to resiliency. The results indicate that Appreciation of Beauty and Excellence, Gratitude, and Humility/Modesty had a significant relationship with resiliency, but that Love did not. Resilient students' levels of Appreciation of Beauty and Excellence as well as Gratitude were significantly higher than those of low-resilient students. However, resilient students' levels of Humility/Modesty were significantly lower than those of low-resilient students. Although Love was not significantly related to resiliency, the levels of Love for resilient students were relatively higher than those of low-resilient students. Life satisfaction also was significantly related to resiliency. Resilient students' levels of life satisfaction were significantly higher than those of low-resilient students. Gratitude and Love predicted students' levels of life satisfaction. Therefore, Gratitude seems to be the essential character strength related to both resiliency and life satisfaction among college students.

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Karris, M. Alexis m. d. "Character strengths and well-being in a college sample." Connect to online resource, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3337214.

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McCabe, Bree A. "Character Strengths and Positive Institutions: Effects on Psychological Wellness." University of Cincinnati / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1291053100.

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Sims, A. "Psychological impact of identifying character strengths in people with psychosis." Thesis, University College London (University of London), 2013. http://discovery.ucl.ac.uk/1468587/.

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This thesis investigates the psychological impact of identifying character strengths in individuals with psychosis. Specifically, it investigates the feasibility of using a positive psychology intervention involving completion of a questionnaire to identify character strengths (the Values in Action Survey of Character Strengths, VIA-IS; Peterson & Seligman, 2004) with individuals seen in an Early Intervention for Psychosis service. Part One is a literature review examining the efficacy of psychological interventions in enhancing self-esteem amongst individuals with psychosis. It identifies a small group of randomised controlled trials that have demonstrated the efficacy of cognitive behavioural interventions and cognitive remediation training and considers explanations of the mechanisms of these effects, as well as methodological issues in the evidence base. Part Two is an empirical paper using a pre-post intervention design to examine the feasibility of an intervention involving identification of character strengths using the VIA-IS amongst individuals with early psychosis. Post intervention improvements in positive affect and cognitive performance were observed, with qualitative feedback suggesting that the intervention led to mood enhancement and self-reflection. One week follow up analyses were underpowered, as the majority of the sample declined follow-up, and did not find significant results. Part Three is a critical appraisal, discussing the background context to the choice of research area and the process of study planning and data collection, in order to inform future research and clinical practice relating to the use of strengths-based interventions amongst individuals with psychosis.

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Lawler, Milton. "Benjamin E. Mays: The Role of Character in the Prolonged Struggle for African American Civil Rights." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/30241.

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This study examined the life of Benjamin Elijah Mays, in terms of discerning his character strengths and the role they played in addressing equality issues during his lifetime and beyond. Character was defined by the analytic framework of Peterson and Seligman's Character Strengths and Virtues: A Handbook and Classification. An examination of Mays's written archived works as well as key secondary references served as data sources. Peterson and Seligman's Values In Action-Inventory of Strengths (derived from and based upon their classification scheme) was converted into if/then statements to identify Mays's character strengths and virtues associated with specific historical events. The historical context focused on the social setting/event of Jim Crow and legally sanctioned segregation. Addressed was how Mays's character assisted in bringing about the end of segregation in public venues, ushering in voting rights for all disenfranchised Americans, and his use of the church and academia to recruit champions for equality in worship and life. Mays undertook an 88 year journey toward equality, a journey that spanned second slavery, passage of the Civil Rights Act of 1964, the Voting Rights Act of 1965, implementation of and failure to enforce affirmative action plans, and 44 years as a leader in the fight against segregation. Despite the fact that both the United States Senate and the House of Representatives unanimously passed resolutions in 1983 and 2001(SRs 188 and 23; HRs 17 and 49, respectively) to award Mays the Presidential Medal of Freedom “in honor of his distinguished career as an educator, civil and human rights leader, and public theologian,” the Medal was denied by the Reagan and G.W. Bush administrations. The equality issues that existed during Mays's life continue to haunt American society, but Mays's importance to the continuing struggle for civil rights and the character strengths that he brought to this struggle are undeniable and provide fertile territory for future research.
Ph. D.

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Bai, Yu, and 白羽. "The relationships between character strengths and well-being status ofcollege students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B45815562.

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Proctor, Carmel Laura. "Satisfaction with life : examining the impact of character strengths among young people." Thesis, University of Leicester, 2011. http://hdl.handle.net/2381/9604.

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Research has shown that the disease model of child development has not led to the prevention of antisocial behaviour or psychological disorders in youth. Recent findings have shown that the positive outcomes of moral education in the building of character strengths can be used as buffers against the development of both psychological and behavioural difficulties. Similarly, youth life satisfaction has been shown to have a buffering affect for adolescents and to be positively related to an array of desirable social and psychological characteristics. Primarily this research sought to examine whether the awareness of character strengths and the exercising of them through strengths-based exercises increases life satisfaction among adolescents. This research also sought to develop student materials for the school curriculum designed to encourage students to exercise and learn about their strengths. Results revealed that awareness of individual character strengths is positively non-significantly related to increased mean life satisfaction. Participation in character strengths-based exercises is significantly related to increased life satisfaction among adolescents. Application of a character strengths-based programme in the school curriculum has an overall positive impact on life satisfaction, positive affect, and self-esteem. Young people with very high levels of life satisfaction have significantly higher mean scores on multiple school, interpersonal, and intrapersonal variables than those with average and very low levels of life satisfaction. Results further indicate that young people with very low levels of life satisfaction would benefit most from interventions aimed at boosting those variables having the most influence on their level of life satisfaction. Generic strengths use is a strong unique predictor of subjective well-being among individuals for whom specific character strengths associated with a life of meaning are commonly-endorsed. Life satisfaction is positively associated with the characteristics identified as representative of the Rogerian fully functioning individual.

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MaGee-Rodgers, Tamiko R. "Character Strengths of Nursing Home Administrators Who Lead Exemplary Long-Term Care." Thesis, Indiana Wesleyan University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10930255.

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The growth in the older adult population will result in an increasing number of individuals with functional and cognitive limitations. The demand for nursing home administrators will grow proportionately with the aging population and the need for effective leadership within nursing homes is and will continue to be imperative as the population ages. Identifying top-rated nursing homes that provide quality care is essential to understanding the operations of successful long-term care facilities. Nursing home administrators (NHAs) are tasked with leading and directing provision of skilled, intermediate and rehabilitation care on a 24-hour basis while ensuring high quality operations. Identifying the character strengths of nursing home administrators who lead exemplary nursing homes may benefit other nursing home leaders who lead lower rated or underperforming facilities. In this qualitative study, 19 nursing home administrators who lead exemplary facilities across Indiana completed the Value in Action Inventory Strengths (VIA-IS) questionnaire and engaged in face-to-face interviews. Analysis of the interview data via NVivo indicated how the use of character strengths is crucial to effective leadership within long-term care. Creativity, fairness, bravery, perspective, and judgment were identified by a majority of study participants as essential to decisionmaking and problem solving, especially in a heavily regulated environment. Humor, hope, courage, and spirituality were acknowledged as contributing to a positive and optimistic environment. Humor, hope, courage, and spirituality were also noted as coping mechanisms when faced with stress and adversity. Honesty, kindness, love, teamwork, and gratitude were emphasized by the study participants as essential to relationship development and formation of trust with staff, residents, and families. This study allowed participants the opportunity to reflect on their own character strengths and leadership both personally and professionally. This reflection resulted in increased self-awareness and appreciation of their staff, residents, and roles as nursing home administrators.

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Baker, Sarah. "Character Strengths of Students At Risk of Dropping Out of High School." Antioch University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1412175521.

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Gilfix, Hannah L. "Character Strengths of Ninth Grade Students in Accelerated Curricula: A Mixed-Methods Investigation." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7796.

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Students in accelerated curricula tend to have greater stress when compared to students in general education (Suldo, Shaunessy, & Hardesty, 2008). It is important for stakeholders to be able to help these students reach their goals and attain happiness. One potential method to help these students is to attend to their character strengths. People who effectively utilize their character strengths have achieved numerous positive outcomes including greater levels of well-being, self-esteem, and positive affect (Proctor, Malby, & Linley, 2011; Quinlan, Swain, Cameron, & Vella-Brodrick, 2014; Wood, Linley, Maltby, Kashan, & Hurling, 2011). Unfortunately, there is a lack of research on students’ strengths, and there is no research looking specifically at the strengths of students in accelerated curricula. This study addressed this gap in the literature by examining the character strengths of students in accelerated curricula. Participants included 253 ninth-grade students in accelerated curricula, specifically enrolled in Advanced Placement (AP) classes or a pre-International Baccalaureate (IB) Diploma program. A mixed-method design was utilized. For the quantitative part of the study, the researcher looked at the most frequent self-identified character strengths of all the participants and examined if the endorsed strengths differed for subgroups of students based on ethnicity, academic program, academic risk, or emotional risk. The most prevalent strength was humor, followed by love, creativity, kindness and curiosity. More Asian students identified with love of learning compared to students from other ethnic groups, and more White students identified with social intelligence. Across program, more AP students identified with creativity and fairness, and more IB students identified with self-regulation and kindness. In regard to risk status, more students without academic risk identified with persistence/perseverance. More students without emotional risk identified with creativity, persistence/perseverance, leadership, and teamwork, whereas more students with emotional risk identified with love, hope, and humor. For the qualitative part of the study, the researcher examined a subset of 121 participants who participated in a selective intervention because they were identified as demonstrating early signs of academic or emotional risk. The researcher examined how these students described their behaviors and actions in a way that illustrated their strengths. The qualitative analyses revealed three main themes: Manifestation, Importance, and Origination. This thesis can assist educators understand how high-achieving students describe and view their character strengths as meaningful. The rich descriptions of each character strength can be useful for educators in targeting character strengths in students and creating strengths-based interventions to increase students’ happiness and overall flourishing, according to the PERMA framework (which is made up of positive emotions, engagement, relationships, meaning, and accomplishment). Further research should be conducted on why strengths differ between AP and IB students, as those findings may have implications for those who participate and ultimately succeed in these rigorous programs.

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Kerns, Joseph Frederick. "Character Strengths as Predictors of Physical Activity Levels, Participation Motives, and Life Satisfaction." Miami University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=miami1438296727.

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Walker, Jerry V. III. "Effects of a brief character strengths intervention| A comparison of capitalization and compensation models." Thesis, The Florida State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3612520.

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The purpose of this study was to investigate the differential effects of the Capitalization vs. Compensation model applied to a brief, group-based intervention that focused on Character Strengths, as defined by Peterson and Seligman (2004). Traditional Character Strengths interventions in Positive Psychology apply a Capitalization model, in which individuals engage their top-ranked strengths of character, and this approach has amassed substantial empirical support. However, it is not known whether a Compensation model, in which individuals engage their bottom-ranked strengths, can offer similar benefits. One hundred and eighty-seven employees from eighteen small organizations were randomized at the group level to receive one of four psychoeducational interventions: Top Strengths, Bottom Strengths, Placebo (behavioral health), or a delayed-treatment Control. Participants completed the VIA Survey of Character Strengths and a pre-treatment battery of outcome measures that assessed both positive psychological variables, such as life satisfaction and psychological well-being, and negative life functioning variables, such as depression and negative affect. Post-treatment outcome measures and a compliance measure were completed approximately one month following the psychoeducational presentations. Results revealed few differences between experimental conditions for most measures; however, participants in the Bottom Strengths condition experienced a decrease in symptom distress and an increase in emotional well-being relative to those in the Placebo and Control conditions. Regression analyses revealed several interesting relationships between Character Strengths and outcome measures, with implications for applications in multiple fields. A discussion of methods to strengthen brief group-based interventions, as well as the future direction of Character Strengths interventions, concludes the paper.

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Boström, Kristina. "Social Anxiety Disorder, ratings of faces and character strengths : Some insights to their relation." Thesis, Linköpings universitet, Psykologi, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-139250.

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Social anxiety disorder has several impairments (including attention bias in ratings of facial expressions). Character strengths has been seen to increase well-being and functioning among healthy individuals. With this in mind, three aims were stated; Is there a relation between SAD and VIA, can this relation be explained by confounding’s and does ratings of faces tell anything about the relation? Data were collected through a survey from 41 participants (13 men) with a mean age of 30 years. Correlation and regression models were performed to see if these constructs were related. The findings showed that character strengths and social anxiety were correlated, and that the regression model did not predict SAD. The regression model for Via were significant with all confounding variables. Ratings of facial expression were not related to any variables. Further studies need to look more into this correlation to see the underpinnings of these constructs.

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Ferguson, Beth Rosemary. ""What is the Best Thing About You?" An Exploratory Study of How Young Children Perceive Character Strengths." Thesis, University of Canterbury. School of Educational Studies and Human Development, 2008. http://hdl.handle.net/10092/1068.

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The study of character strengths is a relatively new area of research within the realm of positive psychology. Character strengths likely develop during childhood and therefore studying young children's capacities for talking about their perceptions of character strengths is important. This thesis sought to use children's voices and conduct an exploratory qualitative study into children's capacity to talk about perceptions of their own and others character strengths. The purpose of the research was two-fold, first, to create a developmentally appropriate methodology for obtaining children's perceptions of character strengths, and second, if children had the capacity to talk about character strengths, to discover how they did so. Seventeen five-and-a-half to six-year-old children participated in individual interviews at their school. After a review of the methodological issues involved with obtaining children's voices in research, four developmentally appropriate strategies utilising a story, puppets, a photo and direct interviewing strategies were created. The four strategies were tested in a pilot study, revised, and then utilised in the main study. The strategies created were found to be developmentally appropriate, and assisted children to varying degrees to talk about their perceptions. At least one character strength was able to be inferred from all children's responses. Affiliation, kindness and self-regulation were the most identified character strengths. Results indicated the children were on the cusp of developing their sense of self and the ability to verbalise their positive internal attributes. Differences in the way children talked about character strengths are discussed in reference to child development and the social nature of character strengths.

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Grobler, Lindi. "An exploration of the use of positive psychology movies to enhance well-being." Thesis, North-West University, 2012. http://hdl.handle.net/10394/9051.

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This study firstly explored whether individuals can identify character strengths (Peterson & Seligman, 2004) depicted by characters in positive psychology movies. Furthermore, the study investigated whether their existing character strengths and well-being are augmented or developed through viewing these films. A mixed method design exploratory qualitative approach with a phenomenological design was followed where quantitative data were obtained with a two-group pre- and post-testing design with a retention test. Participants were assigned to an experimental (n=15, mean age= 28.67, SD age = 8.79) and control group (n=15, mean age = 25.67, SD age = 9.28). A self-developed strength questionnaire and five standardized scales, namely Mental Health Continuum – Short Form (MHC-SF) (Keyes, 2006); the General Psychological Well-being Scale (GPWS) (Khumalo, Temane, & Wissing, 2010); the Subjective Happiness Scale (Lyubomirsky, 2008); Coping Self-Efficacy Scale (CSE) (Chesney, Neilands, Chambers, Taylor, & Folkman, 2006) and the Patient Health Questionnaire (PHQ-9) (Kroenke & Spitzer, 2002), were administered to measure psychological well-being. Qualitative data were obtained through focus groups and questionnaires that were completed after the viewing of each film. Qualitative results suggest that participants were able to identify 22 of the 24 character strengths (Peterson & Seligman, 2004) as depicted by characters in the movies. Furthermore, participants were able to relate to the characters and report how they use the depicted strengths in their own lives. ANCOVA‘s revealed a medium increase (Cohen‘s d- value = 0.47 - 0.74) in the strengths: open-mindedness, zest, kindness, leadership and modesty immediately after the intervention and a large increase (Cohen‘s d-value = 0.9) in humour immediately and a month after the intervention. A medium to large (Cohen‘s d = 0.45 - 0.87) decrease was found on the strengths perspective and forgiveness immediately after the intervention, and in authenticity, love; appreciation of beauty and excellence, gratitude and hope a month after the intervention. Social intelligence showed a decrease (Cohen‘s d-value = 0.46; 0.51) immediately and a month after the intervention. A medium increase (Cohen‘s d-value = 0.53 - 0.56) in general well-being and emotional well-being was found a month after intervention, while general coping efficacy and coping via support from friends and family showed this increase (Cohen‘s d-value = 0.53; 0.56) immediately after the intervention in the experimental group. A contradictory finding was, that social well-being showed a medium (Cohen‘s d-value = 0.72) decrease immediately after the intervention. Suggestions for further research include establishing preferable movies before intervention, the use of a standardized strength scale and another experimental group, with the absence of focus groups, so as to determine a more accurate effect of films
Thesis (MA (Clinical Psychology))--North-West University, Potchefstroom Campus, 2013.

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Jampatong, Sansern. "Effect of one- and two-eared selection on stalk strength and other characters in maize /." free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9946266.

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Mubashar, Tahira [Verfasser], Claudia [Akademischer Betreuer] Harzer, and Joachim [Akademischer Betreuer] Vogt. "Character Strengths in Pakistan: The Role of Signature Strengths Use for Employee Work Behaviors and Organizational Outcomes / Tahira Mubashar ; Claudia Harzer, Joachim Vogt." Darmstadt : Universitäts- und Landesbibliothek, 2021. http://d-nb.info/1234149958/34.

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Stewart, Alison. "Teacher perceptions of pupil strengths and what they wish to know about character and learning strengths to inform their planning for individual education plans." Thesis, University of East London, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.532968.

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Background: The field of positive psychology is still gathering momentum and consideration is being given to strengths and how these can be used to enhance learning. Emphasis is moving towards strengths-based assessments and Educational Psychologists are well-placed to encourage and promote a more strengths focused environment within schools. Alms: The research aimed to investigate what information about pupil strengths teachers would find helpful in their planning and teaching. The research looked at teachers views about strengths and also asked them how they could use knowledge of pupil strengths within the classroom. Sample: The study involved 12 teachers - 10 secondary school teachers and two primary school teachers and 12 pupils with special educational needs. Method: Focus groups and semi-structured interviews were used to elicit information from the teachers. These were analysed using thematic analysis. The 12 pupils completed three different strengths assessment tools-the BERS-2, the Children's Strengths Survey and the Affinities Questionnaire. A Pupil Profile of Strengths was created to help inform the teachers. Results: The teachers valued the Pupil Profile of Strengths. They felt additional information was of benefit and they wanted to use it to inform their planning. The teachers wished to know about learning strengths and character strengths but were not confident in using character strengths. Conclusion: Although this study was small and exploratory in nature, it has highlighted areas where teachers can use strengths to enhance learning and acknowledges the importance of good communication amongst staff and pupils regarding pupil strengths.

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Loker, Troy. "Character strengths and virtues of young internationally adopted Chinese children : a longitudinal study from preschool to school age." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0003270.

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Johansson, Massaro Teodor, and Mattias Haglund. "Ett positivt perspektiv på ungdomsutveckling : Betydelsen av socialt stöd och välbefinnande för gymnasieelevers skolinsatser." Thesis, Mälardalens högskola, Akademin för hälsa, vård och välfärd, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-32322.

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Positiv psykologi har influerat studier om att leva det bra livet. Forskning om karaktärsstyrkor för att öka välbefinnande har tillsammans med betoningen på social kontext bidragit till insatser för att främja ungdomars utveckling. En viktig faktor i ungdomars utveckling har visats vara deras insatser i skolan. Insatsen i skolan på gymnasienivå kan ha ett stort inflytande på introduktionen till vuxenlivet. Studien undersökte vilka relationer som finns mellan ungdomars sociala stöd, välbefinnande och självskattade skolinsats. Detta skedde utifrån tre hypoteser och en frågeställning. I studien deltog 212 gymnasieelever genom att svara på en enkät som bestod av EPOCH Measure of Adolescent Well-Being, Multidimensional Scale of Percieved Social Support samt frågor för självskattad skolinsats. Materialet undersöktes med korrelationer, t-tester och två regressionsanalyser. Slutsatsen var att gymnasieelevers kön, välbefinnande och sociala stöd till olika grad har betydelse för den självskattade skolinsatsen. Ihärdighet visade sig vara den starkaste prediktoren för hur ungdomar skattar sina skolinsatser.

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Frank, Michael James. "Youth Character Strengths, Peer Victimization, and Well-Being: Understanding Associations between Positive Traits, Social Experiences, and Positive Psychological Outcomes." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5481.

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The advent of positive psychology has increased awareness of factors that lead individuals to thrive in life, allowing for a more comprehensive model of mental health service delivery. However, while measurement and understanding of character strengths and well-being have improved over the last decade, the interaction of these factors with social risk factors is not entirely understood. The current study analyzed an archival dataset consisting of self-report data from 425 high school students, to examine the extent to which high school students' specific character strengths (i.e., social competence, self-regulation, responsibility, and empathy) are associated with positive psychological outcomes (i.e., gratitude, life satisfaction, and hope), and moderate the relationships between positive psychological outcomes and relational and overt peer victimization. All measured character strengths were positively associated with life satisfaction and hope except for empathy, which was negatively associated with both in multivariate analyses. Social competence and self-regulation were positively associated with gratitude. Relational victimization (but not overt victimization) was inversely associated with life satisfaction and gratitude, and indirectly predicted hope as mediated by gratitude. Gratitude and hope predicted life satisfaction in both models, and served as partial mediators of character strengths and relational victimization. For overt victimization, social competence served as a protective factor and self-regulation served as a risk factor to gratitude. For relational victimization, self-regulation served as a protective factor to gratitude. Implications for research and practice are discussed.

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Griffin, Edward. "The effects of time-perspective and character-strengths on the success, psychological health and subjective well-being of undergraduate students." Thesis, De Montfort University, 2014. http://hdl.handle.net/2086/10622.

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The student experience is a unique journey of challenge and opportunity, for which their success, subjective well-being (SWB) and psychological health are key elements. In three related investigations, this mixed-methods research programme examined the effects of Time-Perspective (TP: An individual’s psychological relationship with time) and Character-Strengths (CS: 24-positive traits associated with good character) on these outcomes. Investigation 1 involved developing a Likert-type scale to measure students’ success in areas they felt were important to the construct. Qualitative content analysis identified that HE students and staff collectively defined success as a multifaceted construct, consisting of numerous academic, non-academic and social aspects. These informed the development of a reliable and valid questionnaire for measuring success perceptions in seven of these areas. This was used in the following investigation to assess a range of outcome variables pertaining to student success. Investigation 2 was a longitudinal study assessing the effects of TP and CS on the success, good/poor psychological health and SWB of Year-1 HE students. In line with previous research, excessive or insufficient use of certain TP orientations was associated with, and could predict multiple positive and negative outcomes. For example, Future and Past-Positive orientations were predictive of academic success, perceived student success and SWB. Student psychological problems were associated with a bias towards Past-Negative and Present-Fatalist orientations. Additionally, a new formula for calculating a continuous Balanced Time Perspective (BTP) variable was devised and tested. High levels of BTP were associated with many positive aspects of the HE experience. Strengths were mainly associated with SWB and perceptions of success. However, Hope and Self-Regulation were inversely related with depression, anxiety, stress and negative-affect. Investigation 3 was a follow-up interview study with six student participants, who presented interesting profiles in Investigation 2. They talked about their experiences of psychological ill-health/well-being and student success in relation to TP and CS. Five super-ordinate themes were identified, including ‘Living with negative past experiences’, ‘A balancing act’ and ‘Using my strengths’. Psychological difficulties represent an escalating problem in HE, and student success and SWB are important outcomes. Both TP and CS offer additional understandings of these areas, adding value in academic, practical and theoretical contexts. This research has indicated that interventions focused on TP modification (i.e. developing a BTP) and strength development, may potentially offer preventative mental-illness strategies for susceptible students and enhance their success and SWB.

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Mccullough, Mollie Marie. "Improving Elementary Teachers’ Well-Being through a Strengths-Based Intervention: A Multiple Baseline Single-Case Design." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5990.

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Teaching is considered to be one of the most highly demanding professions, and one that is associated with high levels of stress and sometimes deleterious outcomes. Although research demonstrates that burnout and attrition are often associated with specific characteristics of the occupation (e.g., challenging workload, standardized testing, merit-based salary) minimal research focuses on how to better support teachers’ well-being. The field of positive psychology affords a new perspective in how to obtain quality mental health without solely focusing on psychopathology within a deficits-based approach. This includes the implementation of interventions (i.e., positive psychology interventions [PPI]) that target constructs of well-being (e.g., character strengths, hope, optimism, gratitude, etc.) and are associated with positive changes in authentic happiness. This study examined how a strength-based, PPI entitled Utilizing Signature Strengths in a New Way (Seligman, Steen, Park, & Peterson, 2005) impacts dimensions of teacher well-being, as well as other relevant outcomes (i.e., flourishing, burnout) within the school context. Previous research has shown that strengths-based intervention to be the PPI with the most substantial impact and the longest lasting outcomes (Seligman et al., 2005). Utilizing a concurrent multiple baseline single-case design with eight teachers, the study evaluated the effects of the strengths-based PPI on teacher’s overall happiness (i.e., subjective well-being) as indicated by self-report measures of life satisfaction and positive and negative affect. The teachers exhibited significant gains in life satisfaction and reductions in negative affect from pre- to post-intervention that were also evident one month following the intervention. Although positive affect did not significantly change from pre- to post-intervention, a significant gain was apparent at one-month follow-up. Single-case analytic strategies (i.e., visual analysis, masked visual analysis, and hierarchical linear modeling) found that the intervention positively impacted teachers’ overall subjective well-being (composite of standardized life satisfaction, positive affect, and negative affect scores). Results for single indicators of subjective well-being found variability in basic effects among different individuals (i.e., some teachers benefited more than others) further supporting the theory of person-activity fit. Regarding the intervention’s effects on secondary outcomes that were examined only at pre, post, and one-month follow-up time points, findings indicated the teachers experienced a significant increase in work satisfaction immediately following the intervention, as well as a significant increase in feelings of flourishing at follow-up. Significant decreases in negative dimensions of teachers’ mental health including stress and burnout (i.e., emotional exhaustion) were also demonstrated. Findings from the current study provide initial support for the efficacy of a teacher-focused, strengths-based intervention and its ability to improve multiple components of teacher well-being within an elementary school. Implications for school psychologists and policy, contributions to the literature, and future directions are discussed.

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Törnert, Sara, and Chatarina Udd. "POSITIV PSYKOLOGI PÅ ARBETET : -Karaktärsstyrkors samband med psykologiskt välbefinnande, arbetstillfredsställelse, harmonisk- respektive tvångsmässig passion och stress." Thesis, Högskolan i Halmstad, Sektionen för hälsa och samhälle (HOS), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-24957.

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Over a long time psychology was focusing on human frailties and mental diseases. In 1998, positive psychology was introduced - the scientific study of strengths, well-being and optimal functioning. Theory and research in the area has identified 24 character strengths, in which each individual owns and celebrates a number of top strengths, signature strengths. These strengths have been shown to be important in achieving happiness and well-being. The purpose of this study was to investigate the relationship between character strength and psychological well-being, job satisfaction, harmonious- and obsessive passion and stress. The results showed that wisdom, kindness, social intelligence, curiosity, hope, creativity, spirituality and love was positively correlated with psychological well-being. Few strengths correlated with job satisfaction and harmonious passion. No strengths were significantly correlated with obsessive passion. The results from the study provide little support for the theory. Some support was found for the relationship between character strengths and psychological well-being. It seems like character strengths are not important for job satisfaction, harmonious passion, obsessive passion and stress. An explanation for the few correlations, can be that this research examined each of the 24 character strengths compared with previous research that has investigated the use of individual signature strengths. More basic research is needed to confirm the theory.
Efter psykologins långa period av fokusering på mänskliga svagheter och psykiska sjukdomar, introducerades år 1998 positiv psykologi - den vetenskapliga studien av styrkor, välmående och optimal funktion. Teori och forskning inom området har identifierat 24 olika karaktärsstyrkor, av vilka varje individ besitter ett antal toppstyrkor, signaturstyrkor. Dessa styrkor har visat sig vara viktiga för att uppnå lycka och välbefinnande. Syftet med studien var att undersöka karaktärsstyrkors relation till psykologiskt välbefinnande, arbetstillfredsställelse, harmonisk- respektive tvångsmässig passion och stress. Resultatet visade att styrkorna vishet, vänlighet, social intelligens, nyfikenhet, hopp, kreativitet, andlighet och kärlek var positivt korrelerade med psykologiskt välbefinnande. Få styrkor var korrelerade med arbetstillfredsställelse och harmonisk passion. Inga styrkor var signifikant korrelerade med tvångsmässig passion. Studiens resultat ger lite stöd åt teorin. Ett visst stöd hittades för kopplingen mellan karaktärsstyrkor och psykologiskt välbefinnande. Karaktärsstyrkor verkar inte vara betydande för arbetstillfredsställelse, harmonisk- respektive tvångsmässig passion och stress. En förklaring till de få korrelationerna som uppkom, kan vara att studien undersökte var och en av de 24 karaktärsstyrkorna jämfört med tidigare forskning som har undersökt en användning av individuella signaturstyrkor. Mer grundläggande forskning är därför i behov av att utföras för att bekräfta teorin.

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Bennion, Zina Lenore. "Work is Fun: The Phenomenon of Boys Enjoying Work in a Camp Setting." BYU ScholarsArchive, 2008. https://scholarsarchive.byu.edu/etd/1605.

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The purpose of this study was to examine the perceived outcomes of participation in a summer camp that included physical work and service as a major component. A qualitative data analysis approach was used. A convenience sample of 10 male adolescents and 10 parents were selected. The data was analyzed using open, axial, and selective coding. Data analysis was used to ascertain perceived outcomes from the program from both boys and their parents. Analysis of the data showed the emergence of a core theme of boys learning to work and enjoying work. Enjoying work was the term chosen to represent this core theme, and a theory of enjoying work was developed with seven salient attributes. These attributes were that the work was productive and taught skills, provided challenge, was intrinsically rewarding, made a difference for someone else, was done with others, was physical and done outdoors, and took place over an extended period of time.

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Seibel, Bruna Larissa. "Desenvolvimento, aplicação e avaliação de um modelo de intervenção positiva para pacientes com miastenia gravis." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2012. http://hdl.handle.net/10183/56627.

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Essa dissertação objetiva desenvolver, aplicar e avaliar um modelo de intervenção psicológica em grupo baseado nas abordagens cognitivo-comportamental e positiva para pacientes com miastenia gravis. Participaram cinco mulheres entre 20 e 53 anos diagnosticadas com a doença. A psicoterapia foi composta por oito encontros semanais, com duração aproximada de uma hora e trinta minutos. Foram realizadas entrevistas semi-estruturadas nos períodos pré e pós-intervenção e após seis meses, além de instrumentos psicológicos para as variáveis estresse, qualidade de vida e forças pessoais. Os dados foram analisados qualitativamente, a partir da análise de biografia e narrativas de Gibbs. Pôde-se observar redução de estresse em participantes que haviam apresentado algum nível antes dos encontros. Além disso, os resultados sugeriram modificações pertinentes ao modelo de intervenção proposto, tendo em vista o caráter exploratório e inicial do estudo. A pesquisa levantou considerações sobre a necessidade de um acompanhamento psicológico sistemático para pacientes com miastenia gravis.
This research aims to develop, implement and evaluate a model of group psychotherapy based on cognitive-behavioral therapy and positive psychology for patients with myasthenia gravis. Participants were five women aged between 20 and 53 years old and diagnosed with the disease. Psychotherapy consisted of eight weekly meetings, which lasted approximately one hour and thirty minutes. Semi-structured interviews pre and post intervention and after six months were applied, as well as psychological instruments for the variables stress, quality of life and character strengths. Data were analyzed qualitatively, from the Gibbs’ analysis of narrative biography. It was observed reduction of stress in participants who had experienced earlier. Furthermore, results suggested important modifications to the model proposed intervention, considering it was an exploratory study. The research raised considerations about the need for a systematic psychological counseling for patients with myasthenia gravis.

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Samanavičiūtė-Grigoravičienė, Ina. "Darbuotojų kvalifikacijos kėlimo, charakterio stiprybių bei nesaugumo dėl darbo vietos sąsajos." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2010. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2010~D_20100607_164910-61593.

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Tyrimo tikslas – panagrinėti darbuotojų kvalifikacijos kėlimo ir charakterio stiprybių sąsajas su nesaugumu dėl darbo vietos. Tiriamieji darbo vietose pildė apklausos anketą, kurią sudaro kvalifikacijos kėlimą vertinantys klausimai, L. Francis ir J. Barling (2005) sukurta 5 punktų skalė, matuojanti nesaugumą dėl darbo vietos, Bendrojo saviveiksmingumo skalė, sukurta M. Jerusalem ir R. Schwarzer (1979) bei VIA Charakterio stiprybių klasifikacijos trumpasis variantas. Tyrime dalyvavo 149 valstybinių įstaigų darbuotojai: 61 Valstybinio miškotvarkos instituto darbuotojas, 62 dviejų Kauno miesto vidurinių mokyklų darbuotojai ir 26 dėstytojai iš dviejų Kauno aukštųjų mokyklų. Iš jų 69 vyrai ir 80 moterų. Buvo nustatytos darbuotojų nesaugumo sąsajos su jų profesija: miškininkai patiria mažesnį nesaugumą dėl darbo vietos nei pedagogai. Skiriasi ir kvalifikacijos kėlimo bei nesaugumo dėl darbo sąsajos. Miškininkų grupėje buvo nustatyti ryšiai tarp darbuotojų dalyvavimo su darbu susijusiuose mokymuose ir nesaugumo dėl darbo, bei darbdavio palaikymo keliant kvalifikaciją ir nesaugumo dėl darbo. Pedagogų nesaugumas nesisiejo nei su jų kvalifikacijos kėlimu, nei su darbdavio palaikymu. Taip pat buvo nustatytos saviveiksmingumo, geranoriškumo, narsos, lyderystės bei entuziazmo sąsajos su nesaugumu dėl darbo miškininkų grupėje ir saviveiksmingumo, atkaklumo, meilės bei dvasingumo sąsajos su nesaugumu dėl darbo pedagogų grupėje.
This study aimed to determine employees training, character strengths and job insecurity links. 61 Forest Inventory and Management Institute employees, 87 teachers of two Kaunas secondary schools and two Kaunas High schools took part in a survey. Employees in their workplaces filled in questionnaires which included Job insecurity scale, The General Self-Efficacy scale and The VIA Classification of Strengths and Virtues (Short form). Demographic questions as well as the questions about employees training during a year period were included. After performing data analysis, the study found that job insecurity differs in groups according to employees profession. Foresters feel less insecure than teachers does. The data demonstrates that job related training and support of employer is directly related to job insecurity of foresters. The same relationship wasn’t detected in teachers group. The analysis of correlations among job insecurity and character strengths demonstrates that job insecurity is negatively associated with employees self – efficacy, bravery, kindness, love, leadership, zest, perseverance and spirituality.

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Freitas, Eduarda Rezende. "Forças do caráter de idosos: estado da arte e proposta de um programa educacional." Universidade Federal de Juiz de Fora (UFJF), 2014. https://repositorio.ufjf.br/jspui/handle/ufjf/4803.

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FAPEMIG - Fundação de Amparo à Pesquisa do Estado de Minas Gerais
Promover as forças do caráter parece ser um caminho possível e necessário para um envelhecimento positivo. Com o objetivo de desenvolver uma proposta de Educação para o Caráter Baseada em Forças para Idosos (Educafi), realizaram-se duas revisões sistemáticas de literatura, sendo uma sobre o estado da arte das pesquisas sobre forças do caráter e outra sobre aspectos positivos na Terapia Cognitivo-Comportamental em Grupo (TCCG). Artigos que relatam pesquisas com idosos em suas amostras foram selecionados para os dois estudos. Constatou-se, em ambos, uma produção científica limitada, sendo a coorte etária de idosos pouco pesquisada. Nesse cenário, a Educafi surge como intervenção positiva desenvolvida especificamente para promover todo o conjunto de forças do caráter proposto pelo Values in Action e elevar os índices de satisfação com a vida e bem-estar psicológico dessa coorte etária. Trata-se de uma atividade de educação para o caráter que, de acordo com os princípios da TCCG, pode ser classificada como de orientação/treinamento. São propostos 26 encontros, totalizando aproximadamente 40 horas. Uma vez que atividades educacionais favorecem um desenvolvimento saudável até idades avançadas, é possível afirmar que a Educafi é promissora e, portanto, deve ser testada empiricamente em diferentes contextos.
Promote character strengths appears to be a possible and necessary way for a positive aging. Aiming to develop a proposal for the Character Education Based on Strengths for the Elderly (Educafi), two systematic literature reviews were made, one on the state of the art research on character strengths and another about positive aspects in Cognitive-Behavioral Group Therapy (CBGT). Articles reporting research with old people in their samples were selected for the two studies. It was found, in both, a limited scientific production, being the age cohort of the elderly little researched. In this scenario, the Educafi appears as a positive intervention specifically developed to promote the full range of character strengths proposed by Values in Action and raise the levels of satisfaction with life and psychological well-being in this age cohort. It is a character education activity that, according to the principles of CBGT, can be classified as orientation/training. 26 meetings are proposed, totaling about 40 hours. Once educational activities support healthy development into old age, it can be said that the Educafi is promising and should, therefore, be tested empirically in different contexts.

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Vančáková, Jana. "Fortalezas del carácter y su influencia en la resiliencia y la satisfacción de deportistas apasionados." Doctoral thesis, Universitat Autònoma de Barcelona, 2018. http://hdl.handle.net/10803/663960.

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Este estudio revisa las teorías y las investigaciones anteriores sobre fortalezas de carácter, pasión, resiliencia y satisfacción, poniendo especial énfasis en el ámbito deportivo. En base a esta revisión, se diseñó un estudio exploratorio acerca de las fortalezas de carácter y su relación con la resiliencia y la satisfacción personal de los deportistas apasionados de diferentes niveles de dedicación deportiva (recreativos, federados y élite). Utilizando un diseño transversal, los participantes completaron (N = 480), un cuestionario on-line (n = 140) o en papel y lápiz ( n =340). Mediante análisis de componenetes principales (PCA) y análisis factorial confirmatorio (CFA) se extrajeron cinco factores de fortalezas de carácter: interpersonales, intelectuales, emocionales trascendentales y de moderación. No se encontraron diferencias estadísticas en los deportistas de diferentes niveles de dedicación deportiva en sus niveles de resiliencia ni satisfacción personal, sin embargo sí en sus componentes. Las fortalezas emocionales fueron un predictor de resiliencia para todos los deportistas apasionados, si bien los atletas de élite indicaron puntuación mayor en ellas. Por otra parte, las fortalezas intelectuales fueron un predictor de resiliencia para los atletas recreativos y las fortalezas interpersonales para los atletas federados. Las fortalezas interpersonales y las fortalezas de la trascendencia fueron predictores de satisfacción personal para los atletas federados. La satisfacción personal de los atletas de élite fue predicha positivamente por las fortalezas emocionales y las fortalezas de moderación. Adicionalmente, se encontraron diferencias significativas en las dos formas de pasión entre los deportistas con diferentes niveles de dedicación deportiva. En conjunto, estos resultados apoyan la propuesta de que a pesar de que los atletas de diferente dedicación deportiva tienen algo en común difieren en las fortalezas de carácter. Se discuten las limitaciones, las furutas investigaciones y las implicaciones.
This paper explores the relationship between character strengths and resilience and satisfaction in passionate athletes at different levels of sport dedication. In the theoretical part, the theories and former research about character strengths, passion, resilience and satisfaction are presented. In the research part, an exploratory study examines character strengths and their relationship with resilience and personal satisfaction in passionate athletes at different levels of sport dedication (recreational, federated and elite). Using a cross-sectional design, participants ( N = 480) completed an online version of the questionnaires (n = 140) or filled out a paper-and-pencil version (n = 340). Using a Principal Component Analysis (PCA) and a Confirmatory Factor Analysis (CFA), five factors of character strengths were extracted: interpersonal, intellectual, emotional, transcendence and those of restraint. The athletes across different levels of sport dedication did not statistically differ in their levels of resilience or in their personal satisfaction levels, but they did differ in the components that constituted those measures. Emotional strengths were a significant positive predictor of resilience for all passionate athletes, and elite athletes scored higher on them than the other two groups. Moreover, intellectual strengths were a positive predictor of recreational athletes´ resilience, and interpersonal strengths were a positive predictor of federated athletes’ resilience. Interpersonal strengths and strengths of transcendence were positive predictors of federated athletes´ personal satisfaction. Elite athletes´ personal satisfaction was positively predicted by emotional strengths and strengths of restraint. In addition, significant differences in both forms of passion were found across athletes of different levels of sport dedication. Overall, these results support the proposal that even though athletes may have certain character features in common they differ in their character strengths. Limitations, future research and implications are discussed.

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Cardoso, José Augusto Rento. "A virtude na psicologia positiva." Universidade Federal de Juiz de Fora, 2014. https://repositorio.ufjf.br/jspui/handle/ufjf/845.

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O presente trabalho de psicologia teórica trata-se de um estudo crítico do conceito de virtude na Psicologia Positiva. Definida como movimento por alguns e como um novo campo por outros, a Psicologia Positiva reúne sob um mesmo “guarda-chuva” diversos estudos, passados e presentes, de várias áreas da Psicologia, como a Psicologia da Personalidade, a Psicologia Social, a Psicologia do Desenvolvimento e a Psicologia Moral. No presente trabalho, a mesma é compreendida como uma perspectiva e um movimento dentro da Psicologia, institucionalizada a partir do fim do século XX, tendo como principal promotor o ex-presidente da APA (American Psychological Association), Martin Seligman. A Psicologia Positiva declarou como interesse três pilares: o estudo das experiências subjetivas positivas, o estudo dos traços positivos e o estudo das instituições positivas. No que diz respeito ao estudo dos traços individuais positivos são encontradas duas grandes classificações: a das virtudes, forças do caráter e temas situacionais e, os talentos e pontos fortes. Nesse contexto, a preocupação da Psicologia Positiva volta-se para um tema antes restrito principalmente a Ética: o estudo do bom caráter. Esse trabalho voltar-se-á principalmente para o estudo crítico das virtudes e forças do caráter na teoria da Psicologia Positiva. Primeiramente foi realizada uma investigação do tratamento filosófico ao conceito de virtude, buscando delimitar as principais concepções sobre este. Identificaram-se quatro principais teses que não se excluem, mas encontram representantes particulares: a virtude como excelência, a virtude como hábito, a virtude como força e a virtude no sentimentalismo moral. Também foi apresentada uma proposta a luz do Personalismo de Dietrich Von Hildebrand, apresentando uma relação entre virtude e atitude. Em seguida realizou-se uma descrição do estudo das virtudes e forças do caráter na Psicologia Positiva. A análise crítica conclui quatro coisas: A primeira diz respeito a uma dificuldade na definição de virtude pela Psicologia Positiva. Tal fato pode ter sua origem na delimitação da pesquisa realizada pela mesma, preocupando-se com listas de virtudes ao invés de aprofundar mais criticamente nas diferentes concepções de virtudes. A segunda é que a definição de forças do caráter aproxima-se muito mais das definições filosóficas de virtude, principalmente da definição Aristotélica - tal fato fica claro quando são apresentados os critérios para definir se um traço positivo é uma força do caráter - enquanto a definição de virtude aproxima-se muito mais da concepção de valor. A terceira diz respeito a uma maior clarificação na relação das forças do caráter com as referidas virtudes no seio da teoria. Os estudos não deixam claro como determinadas forças se correlacionam com determinada virtude. A quarta seria a relação entre virtude, traço de personalidade e atitude, embora a Psicologia Positiva afirme que as forças do caráter são traços positivos, acredita-se que uma melhor concepção seria a dos mesmos como atitudes desde a perspectiva da Psicologia Social. Por fim, conclui-se também pontuando os méritos da Psicologia Positiva ao relembrar à Psicologia da importância do estudo do caráter e seu desenvolvimento desde uma perspectiva da Ética Clássica, estreitando a relação Psicologia e Filosofia.
This present work of theoretical psychology is a critical study of the concept of virtue in Positive Psychology. Defined as a movement by some and as a new field by other, Positive Psychology brings together under " umbrella " several studies, past and present, from various areas of psychology, such as Personality Psychology, Social Psychology, Psychology Development and Moral Psychology. In the present work, it is understood as a perspective and movement within psychology, institutionalized from the late twentieth century, the main promoter former president of the APA (American Psychological Association ), Martin Seligman. Positive Psychology declared interest three pillars: the study of positive subjective experiences, the study of positive traits and the study of positive institutions. With regard to the study of positive individual traits are found two major classifications: the virtues, strength of character and situational themes and talents and strengths . In this context, the concern of Positive Psychology turns into a theme previously restricted mainly Ethics : the study of good character . This work shall turn mainly to the critical study of the virtues and strength of character in the theory of Positive Psychology. First an investigation of the philosophical treatment of the concept of virtue was performed, searching to delimit the main conceptions about this. We identified four main theses which are not mutually exclusive , but individuals are represented: virtue as excellence, virtue as a habit, virtue as strength and virtue in moral sentimentalism. A proposal was also presented the light of Personalism of Dietrich von Hildebrand, showing a relationship between virtue and attitude. Then took place a description of the study of the virtues and strengths of character in Positive Psychology. The review concludes four things: The first relates to a difficulty in defining virtue by Positive Psychology. This may have its origin in the delimitation of the research conducted by the same , worrying with lists of virtues rather than delve more critically the different conceptions of virtue. The second is that the definition of strength of character is much closer to the philosophical definitions of virtue, especially the Aristotelian definition - this fact becomes clear when we present the criteria for defining a positive trait is a strength of character - while the definition virtue is much closer to the design value. The third concerns a clarification in respect of the strengths of nature with these virtues within the theory. The studies do not make clear how certain strengths correlate with particular virtue. The fourth is the relationship between virtue, personality traits and attitude, although the Positive Psychology states that forces are positive character traits, it is believed that a better design would be the same as attitudes from the perspective of social psychology. Finally, we conclude also pointing out the merits of Positive Psychology to remind the importance of studying psychology and character development from a perspective of Classical Ethics , Philosophy and Psychology deepening relationship.

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Ben, youssef mnif Samia. "Les ressources psychologiques au service du bien-être dans l'orientation tout au long de la vie." Thesis, Paris, CNAM, 2019. http://www.theses.fr/2019CNAM1238/document.

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L’objectif de ce travail est d’étudier les ressources psychologiques qui favorisent l’épanouissement pour une insertion professionnelle rapide. Nous avons mené une démarche comparative entre deux moments : en amont et en aval de la transition université-emploi. L’objectif étant de voir comment ces ressources se développent-elles tout au long de la transition. La recherche s’est déroulée en Tunisie. La population étudiée concerne les jeunes diplômés de l’enseignement supérieur qui se caractérisent par un faible taux d’employabilité et un fort taux de chômage. Ces étudiants poursuivent des études en Sciences Humaines et Sociales, en Lettres, en Sciences Economiques et en Droit. Deux groupes sont considérés dans cette population : un groupe d’étudiants en fin de parcours universitaire (en amont de la transition) et un groupe de diplômés en insertion professionnelle (en aval de la transition). Nous avons procédé à une méthodologie mixte articulant une étude qualitative exploratoire basée sur l’analyse de discours, et une étude quantitative. Nous avons procédé à la validation des outils de mesure psychométriques dans le contexte tunisien, tels que l’échelle d’épanouissement (Diener, 2010), l’échelle d’adaptabilité de carrière, version courte (CAAS-SF) (Maggiori, Rossier, & Savickas, 2017), l’échelle de « connaissance de ses forces » (Govindji & Linley, 2007) et l’Inventaire des forces de caractère (VIA-72). Des analyses de corrélation, de régression linéaire et hiérarchique et une modélisation par équation structurelle par la méthode PLS ont été conduites. Les résultats des deux études révèlent que l’épanouissement joue un rôle considérable dans le développement de l’adaptabilité de carrière et dans une insertion professionnelle rapide. Les ressources psychologiques sont mobilisées différemment en amont et en aval de la transition. Les forces de l’optimisme agissent positivement en amont de la transition. Les forces de la sagesse, les forces de la tempérance et le comportement proactif favorisent une insertion professionnelle rapide. En prenant appui à la fois sur ces résultats et sur la revue de la littérature, nous proposons des actions à mener au niveau institutionnel pour promouvoir l’épanouissement et le comportement proactif au sein des structures universitaires. Nous discutons l’élaboration de dispositifs d’appui à la transition université-emploi dans le cadre d’une collaboration régionale méditerranéenne transculturelle et multidisciplinaire
The purpose of this work is to study the psychological resources that promote the development for fast reemployment. We applied a comparative approach between two phases: the before and after of University to Work Transition (STWT). The goal is to see how these resources develop throughout the transition. The research took place in Tunisia. Our study focuses on young gradudates of higher education suffering from low employability and high unemployment rate that complicates their reemployment. These students pursue studies in Humanities and Social Sciences, Literature, Economics, and Law. Two groups are considered: A group of students at the end of their university studies (before the transition) and a group of graduates in a reemployment period (after the transition). We made use of a mixed methodology articulating an exploratory qualitative study based on discourse analysis, and a quantitative empirical study. We have validated psychometric scales in the Tunisian context, such as the scale of Flourishing (Diener, 2010), the scale of Career Adpatability Short Version (CAAS-SF) (Maggiori, Rossier, & Savickas, 2017), the "Strenghts Knowledge" scale (Govindji & Linley, 2007) and the Character Strengths Inventory (VIA-72). Correlation, linear and hierarchical regression analyses and structural equation modeling using the PLS method were conducted. The results of both studies reveal that flourishing plays a significant role in developing career adaptability and rapid reemployment. Psychological resources are mobilized differently before and after the transition. The strengths of optimism contribute positively before the transition. The strenghts of wisdom, the temperance and proactive behavior promote rapid reemployment. Based on both results and the literature review, we propose a set of actions to be taken at the institutional level to promote the development and proactive behavior within academic structures. We discuss the development of support schemes for university-employment transition as part of a cross-cultural and multidisciplinary Mediterranean regional collaboration

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Daudt, Francielle. "Design para forças de caráter : estudo sobre a aplicação da abordagem de design voltada ao bem-estar subjetivo." Universidade do Vale do Rio dos Sinos, 2018. http://www.repositorio.jesuita.org.br/handle/UNISINOS/7414.

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As contribuições na área do Design Emocional, apesar de importantes, são insuficientes quando se trata de impactos benéficos e de longa duração nos indivíduos. Por isso, novas propostas teóricas, como o Positive Design, vem ganhando força, já que têm o intuito de projetar com foco no bem-estar subjetivo dos usuários, gerando efeitos de longa duração. O Positive Design oferece três ingredientes importantes para o estímulo desse bem-estar, que são: design para virtudes, design para o prazer e design para significados pessoais. Neste trabalho, pretende-se dar foco ao estímulo das virtudes, que se manifestam por meio de forças de caráter. As forças de caráter são predisposições ao sentir e à ação, provenientes das virtudes e valores morais dos indivíduos. Para projetar nessa perspectiva, há cinco elementos de design que devem ser levados em conta: ser orientado a possibilidades; equilíbrio entre os três ingredientes (significados, virtudes e prazeres); ter elementos de ajuste pessoal; envolvimento ativo do usuário e impacto duradouro. Sabendo-se que o Positive Design ainda não tem métodos ou técnicas de design consolidados, propõe-se como problema de pesquisa: de que forma designers apropriam-se do Positive Design em projetos com foco no reforço de forças de caráter dos indivíduos (clientes do projeto)? As investigações foram feitas por meio de uma pesquisa aplicada, com base exploratória, na qual foi analisado o uso da teoria do Positive design em práticas de projeto experimentais, baseadas no modelo de Tonetto et al. (2018). Essas práticas foram feitas com clientes e designers, seguidas de grupos focais com os profissionais. Os métodos de coleta de informações foram a observação participante e o grupo focal, e a análise dos dados foi feita por meio da análise de conteúdo. Os principais resultados foram a dificuldade de abstração e generalização da força de caráter proposta à um público mais amplo, a influência das características da cliente em diferentes esferas do projeto, alternativas de projeto com impactos sócio culturais, dificuldades no uso do ingrediente prazer e facilidade em propor elementos de ajuste pessoal. Por fim, sugere-se algumas lições que podem ser pertinentes a projetos e estudos futuros.
Contributions in the area of Emotional Design, although important, are insufficient when it comes to long-lasting impacts on individuals. Therefore, new theoretical proposals, such as Positive Design, have been gaining strength, since they focus on the subjective well-being of users, generating long-lasting effects. Positive Design offers three important ingredients for stimulating that well-being: design for virtues, design for pleasure and design for personal significance. In this work, we intend to give focus on the stimulus of the virtues, which are manifested by character strengths. The character strengths are predispositions to feel and act, stemming from the virtues and moral values of individuals. To project from this perspective, there are five design elements that must be taken into account: be oriented to possibilities; balance between the three ingredients (personal significance, virtues and pleasures); personal fit; active user involvement and long-term impact. Knowing that Positive Design still not have consolidated design methods or techniques, it is proposed as a research problem: how designers use the Positive Design approach in projects focused on reinforcing individuals' character strengths? The investigations were carried out through an applied, exploratory research, in which the use of Positive design theory is experienced in design practices, based on the model of Tonetto et al. (2018). These practices were made with clients and designers, followed by focus groups with professionals. The methods of information collection were participant observation and focus group, and data analysis was done through content analysis. The main results were the difficulty of abstraction and generalization of the character strength proposed to a broader public, the influence of the characteristics of the client in different spheres of the project, design alternatives with social cultural impacts, difficulties in using the ingredient pleasure and facility in propose elements of personal adjustment. Finally, we suggest some lessons that may be pertinent to future projects and studies.

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Hung, Lan-Yi, and 洪藍怡. "The root fractal character and its shear strength development of Miscanthus floridulus." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/84077286191216335847.

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碩士
淡江大學
土木工程學系碩士班
96
The stability of soil slope is reinforced by the vegetation roots. However, the root length and root system are gradually increased and complicated during the vegetation growth. In this research, Miscanthus floridulus samples were collected in various heights. The geometric of root system are measured first. The fractal dimension to demonstrate complexity of root system to counted for Miscanthus floridulus samples in different height. On the other hand, the direct shear tests of rooted-soil are performed to obtain the shear strength parameter. In addition, the samples of compacted sand with roots in different arrangements are also sheared to study the shear behavior of rooted soil. The main purpose of this research is to study the shear behavior of Miscanthus floridulus rotted-soil in different growth period. Some conclusions are drawn as following: (1) The hyperbolic model can capture the relationship between Miscanthus floridulus geometric parameter in height and fractal parameter of root system complexity. The fractal parameter of root system increases gradually with plant height and tend to a limit value. This implies that the complexity of roots and the soil reinforcement will keep constant finally. (2) According to the relationship of root system in height and its fractal parameters, we can estimate rooted effect in different time period. (3) The root reinforcement effect in soil is positive when the roots are forced in tension during shearing movement. (4) The internal friction angle and cohesion of rooted soil increase gradually in the beginning of shearing movement of root and soil particle. Then, the internal friction angle will keep constant and the cohesion of rooted soils increases due to the root deformation by tensile stress.

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Kao, Ming-Chin, and 高銘勤. "An Analysis on the Contrast to Character Strength and Virtue of High Technology Industry Managers between China and Taiwan." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/64784328488163318729.

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碩士
國立中央大學
管理學院高階主管企管碩士班
96
The study focused on the Contrast to Character Strength and Virtue of High Technology Industry Managers between China and Taiwan. The concept of Positive psychology is important theory of psychology .Positive psychology think highly on positive feeling is from character strength and virtue (Seligman, 2002). People will get well feeling when he used personal character strength and virtue in his life. The development of character strength and virtue also makes people feel real self, meaningful and deep satisfaction. And job satisfaction and life satisfaction will also arise relatively. The study will also discuss the subject, “Do the managers between Taiwan and China satisfy with their jobs and life?” So, the managers’ job satisfaction and life satisfaction are also discussed. The study supposed that managers who have good character strength and virtue will have better performance in their work and higher job motivation, and therefore they will have stronger job satisfaction. People work in order to improve their quality of life. The study supposes that when the managers satisfy with their job, they will have higher life satisfaction. Therefore, the correlation between character strength and virtue, job satisfaction and life satisfaction are discussed in this study. This study used the questionnaire that Seligman brought up in 1998 to survey China and Taiwan managers of a Taiwan computer company in China. The samples include 104 China managers and 40 Taiwan managers. The results indicated that China and Taiwan managers both have significant differences in character strength and virtue. Furthermore, there are significant differences in degree of life satisfaction between China and Taiwan managers. Taiwan managers have higher degree of life satisfaction than China managers.

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Jhang, Syu Ting-Jhih, and 張徐庭芝. "The child reads the Confucian classics educates to studies research the strength and the character guidance-the discussion elementary school children read the Confucian classics the teaching result." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/36474130070333008192.

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碩士
中華大學
工業管理學系碩士班
102
The research is to discuss the influence of learning ability and character education of elementary students through the classics reading or reciting classics of teaching activity, and recognize their differences of learning ability and character performance under the discrete measures of classics-reading courses. The aims of the study focused on reading, memory, and dedication capacities of the learning ability, and character performance based on the teachers and the students guardians' observance of daily behavior changes in terms of the politeness, manner, responsibility, worth-trusting, respect and considerations. The study started with literature survey, then carried out the teaching experiment of elementary students' classics reading wherein the teaching courses of children' classics-reading were taken as independent (input) variables, and teaching achievements as dependent (output) variables. The study tools comprise the teaching plan of children' classics reading, PAIR literate understanding test, the memory test of listening, multi-directional attention test, and the questionnaire tables of the students' growth of character and behavior. The effective sampling numbers accounts for 165 samples, which collected and sorted from the questionnaires of grades: 3 to 6 children, their teachers and parents of experimental and ordinary classes in the attached elementary and middle school of Great Bright Experiment Senior High School in Nantou County. The research results can be summarized below: 1.The courses of experimental classes all majored in classics-reading courses, and the courses of 9-year consistent curriculum were taught by children's parents at home like a half self-learning system. On the other hand, the ordinary classes only had one- lesson of classics reading in a day. The amount of classics-reading courses of the experimental classes is much more than that of ordinary classes. 2.Classics reading is the fundamental course of the attached elementary and middle school of Great Bright Experiment Senior High School in Nantou County. All the students' advisors to promote the classics- reading education are the major human resources, and their parents are the secondary resources. In addition, no matter which classes, experimental or ordinary class, the courses of classics reading curriculum are of planned and consistent; its main style of teaching is "only reciting rather than understanding", and conduct the regular classics-reading presentation and contests. 3.No matter the experimental classes or the ordinary classes, the character performances of schoolchildren are all good. Besides, taking the massive classics-reading courses in experimental classes was significantly better than in ordinary classes on schoolchildren's character performance and memory capacity. However, the differences of the dedication and the reading ability in the experimental classes and ordinary classes had not significant. The disturbance items should be taken into account, and be controlled in the future. 4.Learning ability and character performance have a significant positive correlation. 5.Classics-reading education can obtain a significant prediction capability on school children’s character performance and learning effectiveness.

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YANG, YUN-CHEN, and 楊芸珍. "Fourthgraders' Awareness of Character Strengths." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/un76pz.

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碩士
國立臺北教育大學
教育學系生命教育碩士班
107
This study is based on the six major virtues classified in positive Psychology, and the long-term survey of children's edition questionnaires to understand the case study of fourth-grade students' self-identity. The case is a character class of the fourth grade of Taipei, Germany and Germany.The children's version of the questionnaire is surveyed. The students are self-evaluated in character before and after the theme activity. The theme is based on the six virtues and the 24 character strengths of virtue. Activity-related content, through qualitative observations, interviews, study notes, and thought-saving notes, as qualitative reference materials. I hope that through the questionnaire and the theme activity program, we can understand the fourth -grade schoolchild's perception of the self-characteristics and the impact on life applications. In this case study, the results of the summary are summarized as follows: 1.The current situation of the case class's cognition of self-characteristics advantage, the character advantage of the strong item is “Love", "Zest” , "Creativity", "Hope", "Love of Learning", "Appreciate of Beauty" and "Gratitude"; Relatively not good at "Caution", "Judgment", "Bravery", "Self- Regulation", "Curiosity" And "Kindness." 2.In every theme of the virtues, students have a basic understanding of the basic concepts of character and learning. And a certain degree of presentation. 3.The students' actual performance of character superiority is slightly better than the understanding of word definition. 4.The students have a clearer understanding and thinking about the virtues and character advantages. 5.The students' positive experience and self-confidence from the experience activities and service learning will make the students feel satisfied, have a sense of accomplishment or happiness, and can become the benign cycle foundation of life application.

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O'Neil, Dennis P. "Predicting Leader Effectiveness Personality Traits and Character Strengths." Diss., 2007. http://hdl.handle.net/10161/385.

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Antebi-Gruszka, Nadav. "The Stigma-Related Strengths Model: The Development of Character Strengths among Lesbian, Gay, and Bisexual Individuals." Thesis, 2016. https://doi.org/10.7916/D8KP82DF.

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Research concerning lesbian, gay, and bisexual (LGB) individuals has, thus far, largely focused on understanding the many ways in which stigma operates to harm their lives (e.g., Hatzenbuehler, 2011; Meyer, 2003). Conversely, little is known about the potential positive consequences of stigma among LGB individuals, and even less is known about the mechanisms that may facilitate the development of such positive consequences. Drawing on the distinct, yet related, literatures of minority stress, stress-related growth, character strengths, and well-being, a conceptual model of stigma-related strengths was developed and examined for the purpose of this study. The specific aims of the current study were designed to examine the various components of the stigma-related strengths model. Specifically, this study had six specific aims: 1) To compare self-identified LGB and heterosexual individuals on character strengths. 2) To identify the possible cognitive, affective, and interpersonal (i.e., social) mediators of the relationship between sexual identity (LGB vs. heterosexual) and character strengths. 3) To examine the relationship between perceived interpersonal LGB-related stigma and character strengths among LGB individuals. 4) To identify the possible cognitive, affective, and interpersonal (i.e., social) mediators of the relationship between perceived interpersonal stigma and character strengths among LGB individuals. 5) To investigate which character strengths serve as mediators of the relationship between perceived interpersonal LGB-related stigma and mental health among LGB individuals. 6) To explore which character strengths may mediate the relationship between perceived interpersonal LGB-related stigma and well-being among LGB individuals. A sample of 718 individuals was recruited from Amazon Mechanical Turk to complete an online (i.e., web-based) survey consisting of a set of self-report measures. Of those, 421 (59%) participants self-identified as LGB. In addition to self-identifying as either LGB or heterosexual, eligible participants had to be fluent in English, 18-60 years old, and living in United States. No significant differences in character strengths were found between LGB and heterosexual participants. Among LGB participants, an inverted U-shaped relationship was found between perceived interpersonal LGB-related stigma and five of the 24 character strengths, namely appreciation of beauty and excellence, curiosity, fairness, honesty, and kindness; these strengths were then referred to as stigma-related strengths among LGB individuals. Conversely, prudence and judgment were found to be negatively and linearly associated with perceived interpersonal LGB-related stigma. Cognitive flexibility mediated the relationship between perceived interpersonal LGB-related stigma and the five stigma-related strengths among LGB participants. Brooding mediated the relationship between perceived interpersonal stigma and both kindness and appreciation of beauty and excellence. Furthermore, suppression was found to mediate the association between perceived interpersonal stigma and kindness. Social support mediated the perceived interpersonal stigma-fairness relation. As for prudence and judgment, only cognitive flexibility was found to mediate their relationship with perceived interpersonal LGB-related stigma among LGB individuals. All five stigma-related strengths, as well as prudence and judgment, mediated the relationship between interpersonal stigma and well-being, whereas only curiosity mediated the relationship between interpersonal stigma and mental distress among LGB individuals. The findings demonstrate that moderate levels of stigma are associated with character strengths among LGB individuals. Further, findings suggest that interventions addressing LGB individuals’ engagement in cognitive flexibility, brooding, and social support will facilitate the development of their stigma-related strengths, which in turn, promote their well-being.

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Mubashar, Tahira. "Character Strengths in Pakistan: The Role of Signature Strengths Use for Employee Work Behaviors and Organizational Outcomes." Phd thesis, 2021. https://tuprints.ulb.tu-darmstadt.de/17945/1/20210310_MubasharTahira_CharacterStrengthsInPakistan_TheRoleOfSignatureStrengthsUseForEmployeeWorkBehaviorsAndOrganizationalOutcomes_Dissertation.pdf.

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Character strengths are universally valued positive attributes, theorized to improve individuals’ functioning as well as of the organizations. Over the last two decades, the study of character strengths has attracted a large number of researchers across the globe. However, most of the existing research has been conducted in Western countries whereas research on character strengths is sparse in Pakistan and under-represented in international studies. Therefore, the prime aim of the present dissertation is twofold (a) to explore the relevance and prevalence of character strengths in Pakistan and (b) to get a further understanding of the role of character strengths and signature strengths use for workplace outcomes at the employee and organizational level. The present dissertation is organized into four studies. The first study examined the extent to which the 24 character strengths of the Values in Action (VIA) Classification were perceived as relevant in Pakistan. The Cultural Relevance of Character Strengths Survey (CRCSS) was developed to explore different aspects of the cultural relevance (e.g., existence, helpfulness, and importance) as well as gender and age-based practices of character strengths. Among 288 members of the Pakistani society, high rates of the agreement were found about nine aspects of the cultural relevance for all the 24 character strengths (perceived by ≥ 70 % of the participants). Spirituality, gratitude, and love were perceived as highly relevant character strengths. Moreover, at least 70% of the participants agreed that both gender and age groups (younger and elderly) practice all the 24 character strengths (except the practice of bravery by women). The second study aimed to assess the prevalence of character strengths in Pakistan and to make the results comparable with the global findings. A sample of 352 participants from the general population filled in the questionnaire measuring possession of character strengths. The results showed that the mean scores on possession of the 24 character strengths were above average for all the 24 character strengths (M ≥ 3.49). Honesty, fairness, kindness, teamwork, and leadership were the top five character strengths whereas modesty, humor, forgiveness, love of learning, and self-regulation were the bottom five character strengths. Further, ranks of the character strengths of the present Pakistani data showed considerable similarities with pre-existing Pakistani and US data (McGrath, 2015a). Women scored higher on character strengths of appreciation of beauty and excellence. Age positively correlated with gratitude and spirituality. The results supplemented the findings of the first study, corroborated the existing international literature regarding the prevalence of character strengths, and extended it by providing evidence from a relatively less studied population of Pakistan. Overall, the findings advocated that character strengths are not a culture-specific phenomenon and thus settled the ground for further study of the VIA Classification in specific settings (such as work) in Pakistan. The third study was the first-ever attempt in the work setting of Pakistan examining the role of character strengths and signature strengths use for productive (i.e., job performance and organizational citizenship behavior) and counterproductive work behaviors (i.e., deviant behavior and workplace procrastination). A sample of 227 employees from diverse occupational groups (e.g., sales, customer services, and academia) provided self- ratings for all the study variables along with supervisory ratings of job performance. In line with the expectation, findings indicated that character strengths and signature strengths use positively correlated with job performance and organizational citizenship behavior whereas negatively correlated with deviant behavior and workplace procrastination. Signature strengths use emerged as one of the prominent predictors of job performance and organizational citizenship behavior. Hope and modesty emerged as the most important predictors of supervisory ratings of job performance (e.g., emerged for seven and four dimensions respectively). Curiosity and love were the prominent predictors for organizational citizenship behavior. Forgiveness and fairness emerged as important negative predictors of deviant behavior and workplace procrastination respectively. The findings provided initial insight that character strengths and signature strengths use matter at work. However, there is a dire need for an overarching theoretical framework that explains how strengths-relevant behaviors are linked to various outcomes at work. The fourth study tested the motivational process of the Job Demands-Resources theory to explicate the role of signature strengths use as a personal resource and perceived organizational support for strengths use as job resource for different work outcomes. Further, it extended the role of resources to organizational outcomes (i.e., perceived and objective organizational performance, and actual turnover) through serial and parallel mediation of employee level variables (i.e., work engagement, job performance, and turnover intentions). The sample consisted of 202 top managers from 52 branches of a large bank in Pakistan. All the information was collected from participants except objective organizational performance and turnover. The findings divulged the mediational role of serial and parallel mediators between both kinds of resources and organizational outcomes. The effect of signature strengths use on turnover was fully mediated by work engagement, job performance, and turnover intentions whereas partially mediated on perceived and objective organizational performance by the same mediating variables. Moreover, the effect of organizational support for strength use on perceived and objective organizational performance was fully mediated by work engagement, job performance, and turnover intention. Overall, initial evidence about the relevance and prevalence of character strengths from Pakistani culture offers important implications for their widespread utility at the individual as well as societal level. The findings based on studies representing ‘character strengths at work’ also hold several practical implications for employees and employers. At the employee end, identification and use of signature strengths is the first step to reap the benefits. Employees can experience high work engagement leading to their improved performance by building on their strengths. Career counselors and coaches can customize and apply interventions to track changes in character strengths development through different career stages and transitions. At the organization level, specific intervention programs can also be designed to enable employees to identify and use their signature strengths (Dubreuil et al., 2016; Harzer & Ruch, 2016). In addition, the promotion of a strengths-based culture can help to engage employees to contribute more to their organizations (Dubreuil & Forest, 2017; Linley et al., 2011). Particularly, organizations can adopt strengths-based HRM practices to achieve high performance. Further, the strengths and limitations of the studies are discussed along with ideas for future research and practice.

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SHIH, CHANG-HAN, and 施呈翰. "Relationship among Humanity Virtues and Character Strengths, Resilience, and Burnout of Counselors." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/yn4wcd.

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碩士
國立臺中教育大學
諮商與應用心理學系碩士班
106
The purposes of this research are to investigate the relationship among humanity virtues and character strengths, resilience, and burnout. Participants consisted of 118 counselors and 58 master students during Professional Counselor internship from Taiwan. The instruments used in this study included the Humanity Virtues and Character Strengths Scale, the Chinese version of Connor-Davidson Resilience Scale (CD-RISC), and the Chinese version of Counselor Burnout Inventory (CBI). The research data analyzed through descriptive statistics, one-way ANOVA, one-way MANOVA, and structural equation modeling (SEM). The main results are as follows: 1. There are significant differences in Burnout between counselors and master students during Professional Counselor internship. (1) On “Incompetence”, master students that during Professional Counselor internship scores significant higher scores than counselors. 2. There are significant differences in Burnout between Different working years. (1) On “Incompetence”, the counselor working years less than 1 years is scores significant higher scores than working years more than 10 years. 3. Humanity Virtues and Character Strengths can’t directly predict the level of Burnout. 4. Higher resilience can directly predict lower Burnout. 5. The result of structural equation modeling (1) The positive influence of Humanity Virtues and Character Strengths concern on Resilience is significant. (2) The negative influence of Resilience concern on Burnout is significant. (3) Resilience had complete mediation effect between Humanity Virtues and Character Strengths and Burnout. Based on results of this study, some suggestions for researchers and practitioners are provided.

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Chen, Jin-Yi, and 陳進義. "Effectiveness of a Character Strengths Group for Children in a School Setting." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/3cbs4f.

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碩士
國立臺中教育大學
教師專業碩士學位學程
103
BACKGROUND: This study evaluated the effectiveness of a character strengths group in improving elementary school students’ self-esteem, and their emotional, psychological, and social well-being. METHODS: A quasi-experimental study examined the effects of a 12-session character strengths group. Eleven students were randomly allocated to either a control group or an experimental group. Self-esteem was examined using the Rosenberg Self-Esteem Scale (RSES). Emotional, psychological, and social well-being were examined using the Child Well-Being Scale (CWBS). Pretest, posttest, and follow-up data were collected. RESULTS: Pretest analyses indicated no significant differences between the control and experimental groups. Posttest analyses indicated that the character strengths group provided significantly greater benefits than the control group on the RSES and the CWBS emotional and social well-being subscales. Further, one month follow-up analyses indicated that the character strengths group provided significantly greater benefits than the control group on the RSES and on all CWBS subscales. CONCLUSION: The character strengths group may improve elementary school students’ self-esteem and well-being.

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LI, SHIH-CHANG, and 黎世昌. "How Supervisor Character Strengths affect Subordinate Work Motivation via Subordinate Work Engagement." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/69256404746790241558.

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碩士
國立雲林科技大學
企業管理系
104
The aim of this research is to explore the relationships between supervisor character strengths and subordinate work motivation and subordinate work engagement, the relationships between subordinate engagement and subordinate motivation, and the mediating effects of subordinate engagement in the relationship between supervisor character strengths and subordinate work motivation. This research selects three character strengths which are Zest, Teamwork and Leadership. This research administered a questionnaire, online and paper version, in the middle area of Taiwan. 415 valid questionnaires were returned, and yielded a 98% response rate. Descriptive statistics, reliability analysis, Pearson product-moment correlation, and multiple regression analysis were used to analyse the data in order to verify the hypotheses. The major findings of this study are as follows: supervisor character strength has significant positive impact on subordinate work motivation; supervisor character strength has a significant positive impact on subordinate work engagement; the subordinate engagement has a significant positive impact on subordinate motivation; subordinate work engagement plays a partially mediator in the relationship between the supervisor character strengths and subordinate work motivation. As to the managerial implications, managers should maintain the positive character strengths in workplace so as to enhance the employee work engagement and work motivation. The positive character strengths inside the managers themselves can influence employees, which makes a positive working environment and atmosphere. It couldn’t only enhance the employee working attitude, but also enhance the employee output and performance.

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Hutchinson, Ann-Marie. "Biological contributors to well-being : the relationships between temperament, character strengths and resilience." Thesis, 2011. http://hdl.handle.net/10210/3936.

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D. Litt. et Phil.
In the past, psychology has typically focused on identifying and treating mental illness, psychological deficits and disabilities, and research was often concerned with the respective roles of nature and nurture in behavioural problems. A number of psychologists and researchers have initiated a paradigm shift to one of positive psychology which emphasises enhancing personal strengths, developing and maintaining well-being, and encouraging positive emotions. Little research however has thus far been done to investigate the role of nature and nurture in psychological wellness. The current study addressed this dearth in the scientific literature by investigating the possible relationships between temperament and psychological well-being, specifically character strengths and resilience. The study was based on the assumption that positive emotionality and psychological well-being may have biological roots, just as psychopathology has been found to have biological underpinnings. The biologically-based construct of temperament refers to the innate and stable aspect of an individual that impacts thoughts, feelings and behaviours. Psychological wellbeing, for the purposes of the current study, incorporated two elements, namely character strengths and resilience. Character strengths may be defined as positive characteristics within individuals. Resilience refers to coping with, and perhaps even thriving, when faced with challenging life situations.

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Dissertations / Theses on the topic 'Strength of character'

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