Search

The Covid-19 pandemic obliged people around the world to stay home and self-isolate, with a number of negative psychological consequences. This study focuses on the protective role of character strengths in sustaining mental health and self-efficacy during lockdown. Data were collected from 944 Italian respondents (mean age = 37.24 years, SD = 14.50) by means of an online survey investigating character strengths, psychological distress and Covid-19-related self-efficacy one month after lockdown began. Using principal component analysis, four strengths factors were extracted, namely transcendence, interpersonal, openness and restraint. Regression models with second-order factors showed that transcendence strengths had a strong inverse association with psychological distress, and a positive association with self-efficacy. Regression models with single strengths identified hope, zest, prudence, love and forgiveness as the strengths most associated with distress, love and zest as the most related to self-efficacy and zest to general mental health. Openness factor and appreciation of beauty showed an unexpected direct relation with psychological distress. These results provide original evidence of the association of character strengths, and transcendence strengths in particular, with mental health and self-efficacy in a pandemic and are discussed within the field of positive psychology.

Caregiver burden is the negative impact that caregivers perceive as a result of their caregiving tasks. According to the stress process model, contextual variables and primary and secondary stressors produce negative mental health outcomes in caregivers. However, this relationship may be buffered by psychological resources which act as mediators/moderators. Although there is research on the mediating/moderating effect of mastery, coping strategies, and social support, the effect of psychological values remains unexplored. This study aimed to explore, after controlling for contextual variables and stressors, which character strengths are associated with caregiver burden. We also sought to analyze the mediating/moderating effect of character strengths on the relationship between burden and the significant contextual variables and stressors. To this end, a sample of 115 caregivers of people diagnosed with dementia completed a questionnaire battery. Correlational analysis, multiple regression modeling, and mediation and moderation analysis were performed. The results revealed that the caregivers who experience the greatest burden are those who live with the care recipient, who score higher on perceived stress, who feel their leisure time is limited, and who perceive more financial strain. Higher scores on caregiver burden were associated with lower scores on hope, zest, social intelligence, and love. Regression modeling indicated that hope was the strength which best predicted burden and that hope mediated the relationship between perceived stress and burden. No moderation effect was found. The results suggest that hope-based programs could enhance positive emotions and reduce the perceived negative impact of caregiving.

The present study was designed to examine the relationships between students’ character strengths, school-related affect, positive school functioning (i.e., motivation to learn, interest, and engagement at class), and school achievement following the “engine model of well-being” that is focusing on inputs (e.g., personality traits), processes (e.g., moods, emotions), and outcomes (e.g., engagement, accomplishments) within the context of well-being research. A sample of 196 children completed the Values in Action Inventory of Strengths for Youth, which assesses 24 character strengths, and the PANAS-C that assesses school-related positive and negative affect. Additionally, homeroom teachers rated students’ positive school functioning (i.e., motivation, engagement, and interest at school) and their overall school achievement. The character strengths of zest, love of learning, perseverance, and social intelligence showed the strongest positive correlations with school-related positive affect. Teamwork, hope, self-regulation, and love were substantially negatively correlated with school-related negative affect. Certain character strengths showed positive relationships with positive school functioning and overall school achievement. A path model, testing the “engine model of well-being”, found—additionally to direct effects—indirect relationships between character strengths and positive school functioning (through school-related positive affect), which in turn leads to higher school achievement. The presented findings show character strengths as meaningful resources in the schooling context. Character strengths emerge to be crucial for students to experience school-related positive affect, which in turn supports students’ positive school functioning and their overall school achievement. The results demonstrate the complex interplay between students’ personality traits, affect, school functioning, and achievement at school.

There is a growing body of research devoted to the examination of character strengths as conceptualized by Values-In-Action (VIA) strengths classification system. However, there remains a dearth of research examining generic strengths use and its relationship with well-being, health-related quality of life (HRQOL), and VIA character strengths. In this crosssectional study, 135 undergraduate university students completed measures of strengths use, subjective well-being (SWB), self-esteem, self-efficacy, and HRQOL, and endorsed five top VIA strengths. Results revealed strengths use is a unique predictor of SWB, but not HRQOL. The VIA strengths of hope and zest were significant positive predictors of life satisfaction. The most commonly-endorsed VIA strengths were: love, humor, kindness, social intelligence, and open-mindedness. The least-endorsed VIA strengths were: leadership, perseverance, wisdom, spirituality, and self-control. Overall, results suggest an important link between generic strengths use and specific VIA strengths and their impact on SWB.

We investigated cultural influences on the distribution of character strengths, gender differences in character strengths, and the relationship of happiness to character strengths. Young adults from the United States (n=1099) and Japan (n=308) completed the English or Japanese versions of the Values in Action Inventory of Strengths. American and Japanese showed similar distributions of the 24 strengths measured: Higher strengths included love, humor and kindness, and lesser strengths included prudence, self-regulation, and modesty. Gender differences across cultures were also similar: Females were more likely than males to report strengths of love and kindness, whereas males were more likely to report bravery and creativity. In both samples, associations with happiness were found for zest, hope, curiosity and gratitude. The present study is a first step in an international study of character strengths, and we discuss the ubiquity and variation of character across culture.

Parents’ written descriptions (average length = 211 words) of children between the ages of 3 and 9 years were collected on a password-protected website (n = 680). The presence of the 24 character strengths in the VIA Classification and the level of child’s happiness were coded with content analysis. Descriptions were rich in character language (average strengths mentioned per description = 3.09), and coding was reliable. Consistent with previous research with youth and adults, the character strengths of love, zest, and hope were associated with happiness; gratitude was associated with happiness among older children. The early development of character strengths and possible ways of fostering them are discussed.