From strengths use to work performance: The role of harmonious passion,subjective vitality,and concentration

Research has shown that strengths use and development can foster individual performance and well-being at work. However, to date little is known about the underlying psychological processes that might be operating in this relation. The purpose of this study was first to confirm the strengths use to work performance association and, second, to assess theoretical models of strengths use by testing a path model from strengths use to work performance, through harmonious passion, subjective vitality, and concentration. This study was conducted on a sample of 404 French-speaking Canadian workers and structural equation modeling analyses were performed in order to test the proposed model. Results show an association between strengths use and work performance. Further, this relation is completely mediated by the proposed variables. Theoretical and applied implications are discussed.     

Dropout in looking time studies: The role of infants’ temperament and cognitive developmental status

Dropout of infants in looking time studies sometimes occurs at high rates, raising concerns that the representativeness of the final sample might be reduced in comparison to the originally obtained sample. The current study investigated which infant characteristics play a role in dropout. Infants were presented with a preferential looking task at 6 and 9 months of age. At 9 months of age, an additional habituation task and a subsequent novelty preference task were conducted. In addition, temperament was assessed via the Infant Behavior Questionnaire – Revised (IBQ-R, Gartstein & Rothbart, 2003), and cognitive developmental status was assessed via the Cognitive Scale of the Bayley Scale of Infant and Toddler Development (BSID-III, Bayley, 2006). Dropout was positively related to the IBQ-R temperament scales Distress to Limitations and Approach, and negatively related to the scales Falling Reactivity and Cuddliness. The representativeness of the final sample regarding situation-specific temperament dimensions is affected by dropout. Dropout was not related to cognitive developmental status as measured via the BSID-III, habituation speed and novelty preference. Dropout at 6 months of age was associated with dropout at 9 months of age. We concluded that in looking time studies, the representativeness of the final sample regarding performance-relevant temperament dimensions or cognitive developmental status is not affected by dropout.     

Strengths use and work engagement: a weekly diary study

The present study among 65 civil engineers investigates the impact of organizational support for strengths use on weekly work engagement and proactive behaviour. Positive psychology postulates that strengths use makes people feel authentic and efficacious. We argue that employees use these positive psychological states as resources that fuel work engagement and proactive work behaviour. Participants completed a general questionnaire regarding strengths use support, and a weekly quantitative diary questionnaire regarding their strengths use, self-efficacy, work engagement, and proactive behaviour over a period of five consecutive workweeks. In line with the hypotheses, the results of multilevel structural equation analyses showed that organizational strengths use support was positively related to weekly strengths use. Furthermore, the results indicated that weekly strengths use was positively related to weekly work engagement and proactive behaviour, through weekly self-efficacy (sequential mediation). Although strengths use support contributed indirectly to work engagement (mediated by strengths use and self-efficacy), there was no significant indirect relationship with proactive behaviour. Our study indicates that strengths use is associated with employees’ levels of self-efficacy, work engagement, and proactive behaviour and that organizations can help employees to use their strengths more often by giving them the opportunity to do what they are good at.     

How to assess children’s virtue literacy: methodological lessons learnt from the Knightly Virtues programme

Character education is of growing importance in educational discourse. The Knightly Virtues programme draws on selected classic stories to teach eight moral virtues to nine- to 11-year-olds; it has proved to be hugely popular with UK schools. A finding of the trial was the different levels of ‘virtue literacy’ in faith and non-faith schools. This article outlines the key features of this trial which yielded the positive results and details its methodological strengths and potential shortcomings. Overall, statistical concerns are less problematic than the practical concerns of running trials designed to measure the impact of character education interventions. Of greatest theoretical interest is the conflation of general and virtue-specific literacy; in addition, we tease apart differences in understanding and motivation. The article highlights and discusses the challenges of running trials designed to measure character education, as well as providing insights into promising methodological approaches.     

Strengths use and deficit improvement: The relationship with engagement and fit with study course amongst first-year students

This study sought to test a model of students’ proactive behaviour to use their strengths and improve their deficits and how this relates with their self-reported perceptions of their fit with a study course and engagement. Participants were 692 first-year students from a higher education institution in South Africa (females=60.3%; blacks=71.3%; mean age=19.71; SD=1.93). They completed measures of strengths use, deficit improvement, perceptions of fit with a study course and engagement. Structural equation modelling was utilised to examine the relationship between students’ strengths use and deficit improvement, perceptions of fit with a study course and student engagement. In addition, the bootstrapping method was used to identify possible mediating effects of fit with a study course. The results indicated that only deficit improvement showed a significant relationship with engagement. Perceptions of fit with a study course mediated the relationship between students’ strengths use and deficit improvement.     

Spirituality in Christian Transhumanism: Commentary on Cole-Turner,Green, and Cannon

Christian transhumanism is the growing movement in which Christians appropriate the transhumanist vision of human technological evolution in the twenty-first century for millennialist ends. In the April 2015 issue of Theology and Science, three Christian transhumanist theologians present their visions and arguments for why Christians should accept transhumanism. I draw upon the wisdom of age from the World War II generation. Their concerns about an erosion of trust that decreases quality of life guide my commentary on the theological papers. Identifying issues with vision, theology, values, character, messaging, and leadership, I present spirituality as potentially supporting future wisdom.     

A Study of the Conceptual Structure of Growth Mindsets and Their Impact on Self-Improvement Motivation

This study examined the conceptual structure and motivational effects of growth mindsets based on the perspective of character strengths. An internet survey was conducted with 1,000 workers (500 males and 500 females; age range 20–59 years, M = 40.1 years, SD = 10.7 years). Participants were presented with 25 strengths (i.e., intelligence and 24 character strengths) and were asked to rate their perceived competence, growth mindset, and improvement intention for each strength. The exploratory factor analyses on perceived competence, growth mindset, and improvement intention identified five common factors: wisdom, willpower, temperance, transcendence, and groupness. Moreover, regression analyses indicated that a growth mindset was more strongly related to improvement intention than perceived competence. Furthermore, regression analyses found domain-specific effects of growth mindsets on improvement intention. Thus, the intention to improve a particular strength was more closely related to that particular growth mindset than to other growth mindsets. The theoretical and educational implications are aired in the discussion section.     

Indications of Resilience Factors in Families Who have Lost a Home in a Shack Fire

The aim of this study was to explore the presence of resilience factors in families living in an informal settlement on the outskirts of a rural town that have lost their homes in a shack fire. A mixed methods research design was utilised. Qualitative data were obtained through responses to an open‐ended question, and quantitative data were obtained through the completion of questionnaires by an adult representative of each of the 38 African families that were identified through convenience sampling. To identify resilience factors, content analyses (on the qualitative data) were performed and Spearman correlations (for the quantitative data) were calculated. The results show that supportive communication, a sense of being in control and having internal strengths and dependability, while working together as a family, are vital to the resilience of the families that took part in this study. Furthermore, material support from the municipality and extended family, shelter provided by members of the extended family, and financial support from the extended family were also indicated as essential in overcoming the crisis and being resilient. Copyright © 2011 John Wiley & Sons, Ltd.     

International Students' Personal and Multicultural Strengths: Reducing Acculturative Stress and Promoting Adjustment

International students are often encouraged to cope with acculturative stress by relying on personal and multicultural strengths. The authors explored this assumption by testing personal growth initiative, hardiness, and universal‐diverse orientation as predictors of international students’ acculturative stress and adjustment. Data from 336 international students supported a partially mediated model, such that greater levels of personal and multicultural strengths predicted less acculturative problems, thus leading to better adjustment.     

Character profiles and adolescents’ self-reported affect

Cognitive and behavioral changes during adolescence might be understood from the perspective of increased executive functioning that is expressed as gradual maturing character. Character profiles (combinations of low and high scores in three character traits: Self-directedness, Cooperativeness, and Self-transcendence) of 439 Swedish adolescents were used to evaluate the linear and non-linear relationship between character traits and self-reported positive and negative affect. Linear analysis showed that all three character traits were associated to positive and negative affect. Non-linear analysis showed that Self-directedness was associated with high positive affect and low negative affect when Cooperativeness was high. No association of higher Cooperativeness with positive and negative affect was found. Higher Self-transcendence was associated with higher negative affect when both Self-directedness and Cooperativeness were high. Although, Self-directedness, Cooperativeness, and Self-transcendence are associated to adolescents’ affective experience, these character traits are not associated to positive and negative affect in the same manner or linearly. Self-directedness’s positive relationship to high positive affect and low negative affect was present only when Cooperativeness was high. In other words, an autonomous adolescent (i.e., high Self-directedness) might experience more positive and less negative emotions as long as she/he feels as an integral part of society (i.e., high Cooperativeness).