Perceived Socio-moral Climate and the Applicability of Signature Character Strengths at Work: a Study among Hospital Physicians

Previous research demonstrated that the applicability of signature character strengths at work is associated with employee well-being. However, there is a lack of research on possible antecedents of the applicability of signature character strengths in the occupational domain. In this study we examined whether the perceived socio-moral climate of medical departments has a positive impact on the applicability of hospital physicians’ signature character strengths and whether it relates to work engagement, hedonic subjective well-being (SWB) and eudaimonic psychological well-being (PWB). Based on cross-sectional data of N = 165 hospital physicians in Austria, we tested mediation models with perceived socio-moral climate as predictor, applicability of signature character strengths as mediator, and work engagement, SWB and PWB as outcomes. Additionally, we collected longitudinal data (time-lag T1-T2: 6 months) from a subsample (n = 69) for testing the relationship between the perceived socio-moral climate and the applicability of signature character strengths over time. The cross-sectional results showed indirect effects of the perceived socio-moral climate on work engagement and eudaimonic well-being via the applicability of signature character strengths at work. Results from a cross-lagged panel analysis suggested an impact of socio-moral climate at T1 on the applicability of signature character strengths 6 months later (T2), but also an even stronger reversed effect of the applicability of signature character strengths at T1 on perceived socio-moral climate at T2.

     

Possession and Applicability of Signature Character Strengths: What Is Essential for Well-Being,Work Engagement,and Burnout?

Signature character strengths can foster health-related outcomes in work and private life, thus being particularly important for endangered occupational groups like physicians. However, situational circumstances need to allow character strengths demonstration (applicability) first to enable their application. Therefore, this study addresses the role of (1) applicability of signature character strengths in work and private life beyond their possession and (2) relationships with well-being, work engagement, and burnout dimensions (emotional exhaustion, depersonalization, and reduced personal accomplishment). Hospital physicians (N = 274) completed an online survey examining their signature character strengths and applicability, well-being, work engagement, and burnout dimensions. The top-five individual signature character strengths were fairness, honesty, judgment, kindness, and love. Hierarchical multiple linear regressions revealed that the possession as well as the applicability of signature character strengths was important in work and private life, but to different degrees. Possessing fairness, honesty, or kindness indicated significant positive relations with subjective well-being, whereas judgment and kindness seemed to negatively interact with reduced personal accomplishment. Hospital physicians’ applicability of fairness, honesty, judgment, and love was particularly essential for their psychological well-being and work engagement, whereas the applicability of fairness (reduced personal accomplishment) and judgment (emotional exhaustion, depersonalization) at work interacted negatively with the respective outcomes. Therefore, creating awareness for individual signature character strengths as well as providing applicability in hospitals and private life could be a promising approach to improve physicians’ well-being and consequently patient care as well as the performance of the health-care system in general.

     

Strength balance and implicit strength measurement: New considerations for research on strengths of character

Jack of all trades, master of none seems apropos to character strengths. Research indicates that readily endorsed and intrinsically motivating strengths (i.e. signature strengths) are most useful in promoting well-being; improving less-developed strengths receives less emphasis. Unfortunately, that research focuses exclusively on explicit self-report. We tested whether strength balance (i.e. jack of all strengths) impacts well-being beyond mastering signature strengths by conducting a multivariate regression with signature strengths and strength balance predicting life satisfaction and psychological need (relatedness, competency, and autonomy) satisfaction. We also developed a novel, strength-based implicit association test (IAT) to complement explicit measurement. Our study (N?=?140 adults) results suggest that signature strengths and strength balance uniquely predicted greater well-being. Though our IAT possessed poor internal consistency, it provides valuable information regarding the design of future implicit measures of character strengths. Strength balance and implicit strength measurement may offer new opportunities to further understanding of personality and well-being.     

品格优势及其影响结果

品格优势是积极心理学中的一个核心概念, 具体指通过认知、情感和行为反映出来的一组积极人格特质, 也是促进个体身心健康与幸福感, 缓解抑郁与压力的良好资源。通过实验干预等方法的研究表明, 品格优势对个体(积极体验、身心健康、员工创造力、工作呼唤)和组织(工作绩效、领导力、组织有效性)均能产生积极的影响。不过, 目前品格优势与积极构念的关系研究较多, 而品格优势要素之间及其与才干优势之间的关系研究很少, 研究方法也较为单一。未来研究应重点关注以上问题。     

Application of signature strengths at work: A dual-level analysis

ABSTRACT

Each individual possesses character strengths, the most significant of which are classified as signature strengths. With a sample of 164 individuals who were employed at least part-time in a variety of industries, we examined application of signature strengths and well-being both between-persons (global) and within-persons (daily). Global application of signature strengths was associated with global job satisfaction and strain; however, no significant mediation effects on intent to turnover were found. We also found that daily variations in application of signature strengths were related to daily job satisfaction and strain. Common method bias associated with trait positive and negative affect differed by level of analysis: At the between-person (global) level, trait affect produced substantial inflation of estimates, but at the within-person (daily) level, inflation was negligible. The results suggest the importance of daily opportunities to apply signature strengths and of accounting for variance attributable to trait affect in between-person analyses.     

Your Strengths are Calling: Preliminary Results of a Web-Based Strengths Intervention to Increase Calling

Cross-sectional research indicated that the application of signature strengths at work seemed to be crucial for perceiving a job as a calling. The present study aimed at testing this assumed causality in a random-assignment, placebo-controlled web-based intervention study. The intervention group (n = 83) was instructed to use their four highest character strengths more often at work for 4 weeks. Meanwhile the control group (n = 69) reflected about four situations (independent from the current workplace) where they excelled. For the evaluation of the effects of the two conditions, participants completed measures on calling and global life satisfaction before (Pretest), directly after the four-week training period (Posttest 1), and 3 (Posttest 2) and 6 months (Posttest 3) later. Calling significantly increased in the intervention group but not in the control group from Pretest to Posttest 1, and remained constant until Posttest 3. Global life satisfaction significantly increased in the intervention group but not in the control group from Pretest to Posttest 2 and from Posttest 1 to Posttest 3. That indicated that the changes on global life satisfaction were less steep than the changes in calling and lagged, but significant long lasting changes were observed likewise. Results supported the assumption that the application of strengths at work impacts calling and life satisfaction. Limitations as well as implications for research and practice are discussed.     

Through the lens of strength: A framework for educating the heart

The work of Chris Peterson and his colleagues provides a context and rationale for creating a new paradigm for character education. While most character education approaches (past and present) have served the purpose of inculcating societal norms and expectations, a positive psychology-based approach seeks to help individuals identify and engage their personal character strengths, thereby promoting well-being. To date, research on character strengths-based classroom interventions has identified positive outcomes related to positive emotion, engagement, relationships, and accomplishment. During the past decade, a number of public and private schools have served as pioneers in this emerging field. This work has contributed to the development of (1) a theoretical framework for infusing strengths-based practices in classrooms and schools and (2) a corresponding body of practices.     

Relationships among higher-order strengths factors,subjective well-being,and general self-efficacy – The case of Israeli adolescents

We investigated relationships among five higher-order strengths factors, subjective well-being, and general self-efficacy in participants that live under challenging conditions. Therefore, a sample of 396 Israeli adolescents (aged 13–18 years) completed the Values in Action Inventory of Strengths for Youth, the Satisfaction With Life Scale, the Affect Balance Scale, and the General Self-Efficacy Scale. An orthogonally rotated principal component analysis of the 24 character strengths yielded five strengths factors that explained 32% of the variance in life satisfaction, with the transcendence strengths factor as the most substantial predictor. The strongest predictors of positive affect were the transcendence and leadership strengths factors; the best predictors of negative affect were the transcendence and temperance strengths factors; and the strongest predictor of affect balance was the transcendence strengths factor. The five strengths factors explained 46% of the variance in general self-efficacy, with the leadership strengths factor as the most substantial predictor. Further analysis indicated that general self-efficacy mediated the relationship between leadership strengths and global life satisfaction. The results suggest that different strengths factors are relevant for different positive experiences (e.g., life satisfaction, self-efficacy beliefs). The findings shed light on the contribution of specific character strengths as a meaningful resource under stressful conditions.     

大学生的性格优势及与主观幸福感的关系

性格优势与主观幸福感是积极心理学的两大核心研究领域,其中,关于性格优势的"价值实践分类体系"被认为是积极心理学发展至今最具影响的成就之一。研究招募115名在校大学生(69女,46男),分别完成优势价值实践调查、牛津幸福体验问卷,以及生活满意度量表。研究发现:(1)在24种优势中,大学生的五大"显著优势"依次为爱与被爱、正直诚实、感恩感激、美的领悟、善良慷慨;(2)希望乐观、爱与被爱、社交智慧、洞察悟性等性格优势与主观幸福感密切相关;(3)希望乐观、爱与被爱、谨慎审慎、洞察悟性对幸福体验的回归方程拟合程度最优,而希望乐观、宽容宽恕、社交智慧、创造才能对生活满意度的回归方程拟合程度最优。     

Identifying thriving Workplaces in Hospitals: Work Characteristics and the Applicability of Character Strengths at Work

In most of their work settings, the health and well-being of hospital physicians are at risk. Trends of work intensification and changing laws in the European Union and beyond have heightened the call for taking a closer look at the workplace and training conditions of hospital physicians. This study aims to identify specific work characteristics (such as autonomy, social support, cognitive demands, and skill adequacy), in order to determine conditions for the applicability of individual character strengths at work and in turn for increased work engagement and well-being. We examined our hypotheses based on cross-sectional (N = 173) and longitudinal self-report data (N = 72) of hospital physicians in Austria. The results identified significant indirect effects of skill adequacy, cognitive demands, autonomy, and social support at work – via the applicability of individual character strengths at work – on work engagement and general well-being. Longitudinal analyses additionally confirmed autonomy as a thriving work characteristic for promoting the applicability of individual character strengths over time (time lag: 6 months). This study revealed the value of enabling and preserving the applicability of character strengths in a hospital work setting and focused – for the first time – on its predicting work characteristics. Furthermore, it emphasizes the importance of securing skill adequacy early in the training of young physicians and encouraging, as well as, sustaining autonomy in their daily work life.

     

基于个体优势的工作重塑

发挥优势(using strengths)能让我们感到充实、真实与高效;而重塑工作(crafting job)则使我们的工作充满意义、认同与使命感。整合优势理论、工作重塑、职业成功和呼唤(calling)研究的已有成果,可以发现:(1)基于个体优势的工作重塑(strengths-based job crafting,SJC)是一个新构念,对优势理论与工作重塑研究具有重要的理论贡献与实践价值;(2)SJC能对个人职业成功、呼唤感及组织绩效产生影响;(3)影响SJC的因素包括个人因素、组织因素与社会文化价值取向。未来研究应以实证的方式重点探索中国情境下SJC的测量与影响机制问题。     

A meta-analysis of gender differences in character strengths and age,nation, and measure as moderators

Abstract

The present meta-analysis investigates gender differences in the 24 VIA character strengths. Based on a literature search on quantitative studies that assessed character strengths, 65 samples consisting of both published and unpublished data were included (total N = 1,189,924). A random-effects model yielded significant gender differences for 17 of the 24 character strengths, although only four of these differences showed at least small effects: Females scored higher than males in appreciation of beauty and excellence, kindness, love, and gratitude. Thus, males and females were mostly similar in their character strengths. The size of the gender differences did not vary with nationality (i.e. the US, Switzerland, Germany, and Israel), while age and type of measure were significant moderators for 13-14 character strengths. The most pronounced differences emerged between children/adolescents and the VIA-Youth in comparison to adults and the VIA-IS as well as the short measures.     

Finding character strengths through loss: An extension of Peterson and Seligman (2003)

People can experience positive changes even in the midst of adversity and loss. We investigated character strengths following three recent shooting tragedies. Using an Internet database of respondents to the Values in Action Inventory of Strengths (VIA-IS), we compared responses from three groups of participants (N?=?31,429) within close proximity of each event: those who completed it eight months prior to the event, and one month and two months after. Results suggested that for one of the events, participants who completed the VIA-IS after the event showed slightly different levels of self-reported character strengths compared to participants who completed the VIA-IS before the event, with some mean levels higher and others lower. The observed differences in character strengths were inconsistent across follow-up periods, and effect sizes were small (d values from –0.13 to 0.15). These findings raise questions about whether and how tragedies might catalyze differences in character strengths.     

A case study of ‘The Good School:’ Examples of the use of Peterson’s strengths-based approach with students

This applied case study centers on two aspects of Peterson’s research as introduced into a large K-12 school in Australia: (i) creating enabling institutions and (ii) applications of character strengths. The paper describes five character strengths initiatives. Four of the strengths initiatives have been integrated into existing school experiences such as English curriculum, school sport, student leadership, and counseling. The fifth initiative involved a brand new program which introduced a Positive Education Curriculum for years?K-10. We describe these five initiatives and then explain how students at the school may experience these in a more holistic and integrated way. We hope that this article will act as a fitting tribute to the legacy of Christopher Peterson.     

Self-perceived strengths among people who are homeless

This study examined self-perceived strengths among 116 people who were homeless. Those who had experienced a longer period of current homelessness tended to report fewer personal strengths (r?=??0.23). Nonetheless, in spite of their marginalized position in society, the vast majority of participants (114 out of 116) perceived personal strengths. A prior diagnosis with mental illness was not associated with the number of strengths reported, but self-perception of strengths was associated with altruistic orientation. The Values in Action (VIA) taxonomy of character strengths captured many of the responses generated by this population. The most frequently mentioned character categories included social intelligence, kindness, persistence, authenticity and humour. The most frequently mentioned other strengths included personal skills (e.g. music, sports), job skills, intelligence and education. The results have relevance for efforts to build self-perceptions that facilitate escape from homelessness.     

Positive education of stoic warriors as reflective practitioners in the profession of arms

This paper traces connections between Stoicism and Positive Psychology for helping to inform and guide the education of warriors in the Profession of Arms. Peterson and Seligman advocate six core virtues and associated character strengths, which the authors illustrate from the practice of leadership education at the Squadron Officer School and The Air University. A synopsis of Costa and Kallick’s Habits of Mind is introduced to illustrate how awareness of the ways virtue and character strengths can guide the reflective warrior with wisdom and determined action. The authors also highlight insights from the work of Chris Argyris and Donald Schön on double-loop learning, reflective-thinking-in-action, and couple those insights with Dietrich Dörners’ emphasis on the advantages of simulations to offer experimentation by practitioners to better prepare them ‘think of, and then do, the right things at the right times and in the right way.’ Finally, a virtual world learning simulation developed by the authors to support student experimentation with double-loop learning on character strengths and habits of mind is described to illustrate the art-of-the-possible for the positive education of stoic warriors.     

Character strengths predict resilience over and above positive affect,self-efficacy,optimism, social support,self-esteem,and life satisfaction

The incremental value of character strengths in the prediction of resilience, after the effects of other well-known resilience-related factors (i.e. positive affect, self-efficacy, optimism, social support, self-esteem, life satisfaction) and sociodemographic variables are accounted for, is examined. Using a cross-sectional design, participants (N = 363 adults) completed online measures of character strengths, resilience, and resilience-related factors. A principal component analysis of character strengths was conducted and five factors were extracted, which could be interpreted as emotional, interpersonal, intellectual, restraint, and theological strengths. All strengths factors, except theological strengths, yielded significant positive correlations with resilience. A hierarchical regression showed that strengths predicted an additional 3% of the variance in resilience over and above sociodemographic variables, positive affect, self-efficacy, optimism, social support, self-esteem, and life satisfaction. Emotional strengths and strengths of restraint were significant positive predictors. Implications, limitations, and future research are discussed.     

How ‘other people matter’ in a classroom-based strengths intervention: Exploring interpersonal strategies and classroom outcomes

Interventions that identify and develop character strengths have been shown to benefit well-being, academic engagement and achievement. Strengths research within positive psychology has focused primarily on individual outcomes with less attention on group or relationships effects. This study (N?=?193) examined the effect of a classroom-based strengths intervention on class cohesion and friction, relatedness, engagement, well-being and strengths use. A six-session programme was trialled with 9–12-year-old students. Students learned to recognise strengths and practised strengths-related goal setting. At three-months post-test, multi-level modelling indicated that intervention group participants scored significantly higher on class cohesion and relatedness need satisfaction, and lower on class friction than the non-randomised control group. Programme participants also reported higher levels of positive affect, classroom engagement, autonomy need satisfaction and strengths use. School-based strengths interventions may influence individual perceptions of class climate, engagement and student relatedness in addition to individual well-being.