ECPP 2016
Abstract Book
DOI: 10.1080/17439760.2014.936962Linkins, M., Niemiec, R. M., Gillham, J., & Mayerson, D. (2014). Through the lens of strength: A framework for educating the heart.Journal of Positive Psychology. DOI: 10.1080/17439760.2014.888581Park, N., Peterson, C., & Seligman, M. E. P. (2004). Character strengths and wellbeing. Journal of Social and Clinical Psychology, 23, 603-619.Park, N., Peterson, C., & Seligman, M. E. P. (2004). Character strengths in fifty-four nations and the fifty US states. The Journal ofPositive Psychology, 1, 118–129. DOI: 10.1080/17439760600619567Peterson, C., & Seligman, M. E. P. (2004a). Character strengths and virtues: A handbook and classification. New York: Oxford UniversityPress.Peterson, C., & Seligman, M. E. P. (2004b). Introduction to "A manual of the sanities" Character strengths and virtues: A handbook andclassification (pp. 109-123). New York: Oxford University Press.White, M. A., & Waters, L. E. (2014). A case study of ‘The Good School:’ Examples of the use of Peterson’s strengths-based approach withstudents. The Journal of Positive Psychology. DOI: http://dx.doi.org/10.1080/17439760.2014.920408
P04C - Good character in the classroom: Applying character strengths in school and its relation to positiveschool experiences L. Wagner, W. RuchUniversity of Zurich, Switzerland Recent research suggests that character strengths may contribute to different aspects positive experiences at school (e.g., Shoshani &Slone, 2013; Wagner & Ruch, 2015, Weber & Ruch, 2012, Weber, Wagner, & Ruch, 2016). These studies conclude that a number ofstrengths are especially relevant in the school context (e.g., love of learning, perseverance). But does it also matter to which extent astudent can apply his or her own strengths in the classroom? To answer this question, the present set of two studies investigated whetherthe application of character strengths at school is related to positive school experiences. Positive school experiences were broadlydefined, and included school satisfaction, positive emotions at school, positive relationships with classmates and teachers as well asachievement at school.The first study followed a cross-sectional design and included a sample of 382 adolescents (mean age: 14.1 years). Participants completeda self-report measure of character strengths (German adaptation of the VIA-Youth; Ruch, Weber, Park, & Peterson, 2014), differentmeasures on positive school experiences (e.g., school satisfaction), and rated the applicability of the 24 character strengths at school(consisting of self-reported behavior and peer-rated desirability; adapted from Harzer & Ruch, 2013). For a subsample of 188 adolescents,grades were obtained in addition. The second study used a daily diary method in a similar sample of 183 adolescents (mean age: 14.3years) who reported on their positive school experiences and the application of character strengths on five consecutive school days.Overall, school-relevant (e.g., perseverance) as well as tonic strengths (e.g., honesty, kindness) were rated as most applicable in theclassroom in both studies, but there was also variation between classrooms. Random-intercept multilevel models that were used toaddress the nested structure of the data (students in classrooms) revealed that the number of applied character strengths was asignificant predictor for several aspects of positive school experiences in both studies.In conclusion, applying character strengths seems to matter for many facets of positive school experiences. These results may inform andsupport intervention programs targeted at applying character strengths at school. Keywords • character strengths, adolescence, positive education, school satisfaction References: Harzer, C., & Ruch, W.(2013). The application of signature character strengths and positive experiences at work. Journal of Happiness Studies, 14, 965-983.doi:10.1007/s10902-012-9364-0Ruch, W., Weber, M., Park, N., & Peterson, C. (2014). Character strengths in children and adolescents: Reliability and initial validity of theGerman Values in Action Inventory of Strengths for Youth (German VIA-Youth). European Journal of Psychological Assessment, 30, 57-64. doi:1.1027/1015-5759/a000169Shoshani, A., & Slone, M. (2013). Middle school transition from the strengths perspective: Young adolescents’ character strengths,subjective well-being, and school adjustment. Journal of Happiness Studies, 14, 1163-1181. doi:10.1007/s10902-012-9374-yWagner, L. & Ruch, W. (2015). Good character at school: Positive classroom behavior mediates the link between character strengths andschool achievement. Frontiers in Psychology, 6, 610. doi:10.3389/fpsyg.2015.00610Weber, M., & Ruch, W. (2012). The role of a good character in 12-year-old school children: Do character strengths matter in theclassroom? Child Indicators Research, 5, 317-334. doi: 10.1007/s12187-011-9128-0Weber, M., Wagner, L., & Ruch, W. (2016). Positive feelings at school: On the relationships between students‘ character strengths, schoolrelatedaffect, and school functioning. Journal of Happiness Studies, 17, 341-355. doi:10.1007/s10902-0149597-1
P04D - Face à l’adversité : comment résilier durablement sans attachement sécure ? M. BraudCREN Centre de recherche en éducation de Nantes, France
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