The relationships between character strengths and life fulfillment in the view of lay-people in Argentina

Solano, Alejandro Castro; Cosentino, Alejandro César

doi:10.16888/interd.2016.33.1.4

Cited by 12 publications

(7 citation statements)

References 38 publications

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“…The results of previous studies on moral traits (e.g., virtues or character strengths) resemble the findings of the studies on the HFM, since moral traits are generally predictors of life satisfaction and different types of psychological well-being (e.g., Castro Solano & Cosentino, 2016 ; Cosentino & Castro Solano, 2015 ; Park, Peterson, & Seligman, 2004 ). In addition, moral traits are predictors of positive outcomes, such as good job performance ( Harzer & Ruch, 2014 ) or good academic achievement ( Cosentino & Castro Solano, 2012 ; Lounsbury, Fisher, Levy, & Welsh, 2009 ).…”

supporting

confidence: 72%

The High Five Model: Associations of the high factors with complete mental well-being and academic adjustment in university students

Solano

Cosentino

2019

Eur. J. Psychol.

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Traditionally, models of positive personality traits have referred to moral characteristics. The High Five Model (HFM) is a factor model of individual positive traits based on an inductive psycho-lexical approach. Unlike other models, in the HFM the positive characteristics were freely determined by lay people, beyond any moral tones. The HFM comprises the following factors: erudition, peace, cheerfulness, honesty, and tenacity, known as “the high factors.” This model was shown to positively exceed the capacity of normal personality to predict emotional, social, and psychological well-being. Additionally, this model is negatively associated with non-transmissible diseases, psychopathological symptoms, and psychopathological personality traits. This study aimed to increase the validation of the HFM, by analyzing the relationships among this model and positive mental health, psychopathological symptoms, academic adjustment, and academic performance in university students. Another objective was to study the association between complete mental well-being (i.e., high well-being and low psychopathological symptomatology) and the high factors of the HFM. The sample consisted of 256 university students. Correlations were calculated, and the two-step cluster analysis was used to obtain profiles. The results showed that tenacity and erudition high factors are positively associated with academic achievement and academic adjustment. Finally, each of the high factors was positively associated with complete mental well-being. The HFM has a broad scope, as it is related not only to psychological variables (e.g., well-being or psychopathological symptomatology) but also to academic performance (e.g., adjustment and achievement) in university students.

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supporting

confidence: 72%

The High Five Model: Associations of the high factors with complete mental well-being and academic adjustment in university students

Solano

Cosentino

2019

Eur. J. Psychol.

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“…Finally, we hypothesized that positive psychological human characteristics shared by a social group are a set of specific personality traits closely related to well-being. In this regard, some studies have shown the association of moral positive characteristics with personality and well-being (Peterson and Seligman, 2004; De Raad and van Oudenhoven, 2011; Cosentino and Castro Solano, 2015; Castro Solano and Cosentino, 2016). …”

Section: Introductionmentioning

confidence: 99%

The High Five: Associations of the Five Positive Factors with the Big Five and Well-being

Cosentino

Solano

2017

Front. Psychol.

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The study of individual differences in positive characteristics has mainly focused on moral traits. The objectives of this research were to study individual differences in positive characteristics from the point of view of the layperson, including non-moral individual characteristics, and to generate a replicable model of positive factors. Three studies based on a lexical approach were conducted. The first study generated a corpus of words which resulted in a refined list of socially shared positive characteristics. The second study produced a five-factor model of positive characteristics: erudition, peace, cheerfulness, honesty, and tenacity. The third study confirmed the model with a different sample. The five-positive-factor model not only showed positive associations with emotional, psychological and social well-being, but it also accounted for the variance beyond that accounted for by the Big Five factors in predicting these well-being dimensions. In addition, the presence of convergent and divergent validity of the five positive factors is shown with relation to the Values-in-Action (VIA) classification of character strengths proposed by Peterson and Seligman (2004).

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“…En definitiva, las fortalezas del carácter acá estudiadas pueden actuar como vías para el cultivo del bienestar en el personal educativo. En efecto, la bibliogrsfía científica especializada refiere que las fortalezas de la gratitud, amor, conocimiento, esperanza y autocontrol son las que más pueden llegar a predecir el bienestar psicológico (Buschor et al, 2013;Castro y Cosentino, 2016;Park et al, 2004; Sheldon, Jose, Kashdan y Jarden, 2015; Proyer, Gander, Wyss y Ruch, 2011; Proyer, Ruch y Buschor, 2013).…”

Section: Resultados Y Discusiónunclassified

Programa de psicología positiva sobre el bienestar psicológico aplicado a personal educativo

Álvarez

Soler

Achard-Braga

et al. 2020

Rev. Electr. Educare

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En el marco de la promoción del bienestar psicológico en contextos educativos se presenta la siguiente experiencia de investigación con los objetivos de: a) determinar el efecto del programa basado en psicología positiva sobre el bienestar psicológico de personas actoras educativas antes de la intervención basada en fortalezas del carácter y después de esta, b) analizar las relaciones entre bienestar psicológico y las fortalezas del carácter luego de la aplicación del programa. A nivel metodológico corresponde a un diseño cuasi experimental pre y post, además de correlacional. De ahí que se llevó a cabo con dos grupos independientes de varios individuos actores educativos del sistema educativo uruguayo con una muestra en dos grupos: A de 34 sujetos y B de 26 sujetos, la técnica de recolección de datos fue a través de la escala de bienestar psicológico BIEPS-A de Casullo (2002) y sub escalas de fortalezas del carácter de la versión adaptada y validada por Rojas y Feldman (2010), ambas con adecuadas evidencias de confiabilidad y validez, se emplearon pruebas de contrastes de hipótesis no paramétricas para el análisis de datos. A modo de resultados, se obtuvo que hubo cambios estadísticamente significativos en bienestar psicológico antes y después de realizado el programa de psicología positiva, tanto en el grupo A (Z = -4,31, p <0.05) como en el grupo B (Z = -3,49, p <0.05). De igual manera, se encontraron correlaciones estadísticamente significativas entre el bienestar psicológico y las fortalezas del carácter luego de la aplicación del programa psicología positiva aplicada a la educación. De modo que se recomienda la profundización en estudios dedicados a examinar el efecto de intervenciones orientadas a la promoción del bienestar psicológico en contextos educativos.

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The relationships between character strengths and life fulfillment in the view of lay-people in Argentina

Cited by 12 publications

References 38 publications

The High Five Model: Associations of the high factors with complete mental well-being and academic adjustment in university students

The High Five Model: Associations of the high factors with complete mental well-being and academic adjustment in university students

The High Five: Associations of the Five Positive Factors with the Big Five and Well-being

Programa de psicología positiva sobre el bienestar psicológico aplicado a personal educativo

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