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

Abstract

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, selfefficacy beliefs). The findings shed light on the contribution of specific character strengths as a meaningful resource under stressful conditions. Relationships among higher-order strengths factors, subjective well-being, and general selfefficacy -The case of Israeli adolescents

The Effect of Social Support on Subjective Well-being:Mediator Roles of Self-esteem and Self-efficacy

“…Past studies showed that SWB had a meaningful relationship of shyness and self-efficacy, shyness and self-efficacy plays a mediator role between this in a sample of Chinese college students (Wang, 2013 [42] ; Li, 2014 [50] ). It should be mentioned that self-efficacy has been found to mediate the relationship between the characteristic or other sociological factors and SWB (Cohen, 2012 [19] ; Strobel et al, 2011 [20] ; Weber et al, 2013 [21] ). Furthermore, there are studies proved the mediating effect of self-efficacy between subjective and other variables such as internet, attachment (Huang, 2006 [51] ; Hampton, 2004 [52] ).…”

Positive Feelings at School: On the Relationships Between Students’ Character Strengths, School-Related Affect, and School Functioning

“…Prior research found specific character strengths to be positively related to different aspects of subjective well-being, like global life satisfaction or happiness (e.g., Park and Peterson 2006;Ruch et al 2014;Toner et al 2012), and to general, domain-free positive affect, and negatively related to general, domain-free negative affect (e.g., zest, hope, love, gratitude) (e.g., Van Eeden et al 2008;Weber et al 2013), and to a list of discrete positive emotions (Güsewell and Ruch 2012). The present study has been designed to examine character strengths' relation to school-related affect by hypothesizing students' character strengths to be positively related to school-related positive affect, and negatively to schoolrelated negative affect.…”

Academic Self – Efficacy, Heteronomous and Autonomous Evaluation of Academic Achievement of Adolescents

“…Self-efficacy beliefs also affect the self-evaluation = autonomous evaluation standards students use to judge the outcomes of their self-monitoring (in our research study as AAA). Self-efficacy beliefs also motivate students' use of learning strategies (Weber et al, 2013). …”