Toward a Research Agenda: Building Character Strengths in School Settings

Sokatch, Andrew

doi:10.1007/s10964-017-0657-9

Cited by 15 publications

(13 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…It is believed that schools can carry out the mission of character education through the integration of values in lessons, self-development through extracurricular activities, and school management. Similar to that, Sokatch (2017) considers schools being a good place to teach the national character, and teachers are the right agents in transforming students into upstanding citizens. The limitation in the role of schools to carry out the transformational missions needs to be evaluated for their effectiveness in character building (Ilma, 2015;Kurniawan, 2015;Sumarno, 2011).…”

Section: Debates On Character Education In Indonesiamentioning

confidence: 91%

Beyond School Reach: Character Education in Three Schools in Yogyakarta, Indonesia

Abdullah

Hudayana

Setiadi

et al. 2019

Journal of Educational and Social Research

View full text Add to dashboard Cite

The ability of Indonesian schools related to the character education of students is still far from the expectations and mandate of the law. Based on the qualitative research conducted in the three schools in Indonesia, the current study shows that the educational process only introduce students to the standardized concepts with no involvement in social process and practices, which will give them experience and opportunities to adopt the character values. The school curriculum only forms the ideal type of character, does not stimulate the active involvement of students in the community. Students only learn the character, based on dominant values constrained by the state, i.e.: having loyalty, defending the country, and loving homeland. In addition to narrowing the character space values to the interests of the state, the character education also does not accommodate the wealth of ethnic and religious cultures in Indonesia. This paper proposes the need for changes in school autonomy from an extension of the government, leading to provision of a conducive climate for the emergence of various approaches to improve character education. Character education stems from differences in school ideology and Indonesian cultural diversity. The education system should release itself from the text orientation to better fit in with the dynamic cultural context as a source of character learning.

show abstract

Section: Debates On Character Education In Indonesiamentioning

confidence: 91%

Beyond School Reach: Character Education in Three Schools in Yogyakarta, Indonesia

Abdullah

Hudayana

Setiadi

et al. 2019

Journal of Educational and Social Research

View full text Add to dashboard Cite

show abstract

“…At the beginning of this century, when character was reconceptualized in psychology, friendship was even used to define character: “Good character is what we look for in a friend” (Park & Peterson, 2009, p. 1). Studying character strengths is increasingly recognized as vital, particularly in adolescence and in the school setting (e.g., Sokatch, 2017). The present study examines whether character strengths are indeed desired in a friend and how character strengths relate to peer acceptance, to the number of friends one has in the classroom, and to friendship quality.…”

Section: Introductionmentioning

confidence: 99%

Good Character Is What We Look for in a Friend: Character Strengths Are Positively Related to Peer Acceptance and Friendship Quality in Early Adolescents

Wagner

2018

The Journal of Early Adolescence

View full text Add to dashboard Cite

This study investigates the role of character strengths in peer relationships among early adolescents. A sample of students (N = 339; X age = 12.84 years, 53.1% female) nominated friends in the classroom and completed assessments of character strengths, the desirability and importance of character strengths in a friend, and friendship quality. Results indicate that the character strengths of honesty, humor, kindness, and fairness were most desirable and important in a friend. Perspective, love, kindness, social intelligence, teamwork, leadership, and humor were associated with higher peer acceptance. Dyadic analyses of mutual best friends suggested that a number of character strengths were also positively related to friend-rated friendship quality. Overall, the results demonstrate the relevance of character strengths for positive peer relationships in adolescents. This study investigates the role of character strengths in peer relationships among early adolescents. A sample of students (N = 339; mean age = 12.84 years, 53.1% female) nominated friends in the classroom and completed assessments of character strengths, the desirability and importance of character strengths in a friend, and friendship quality. Results indicate that the character strengths of honesty, humor, kindness, and fairness were most desirable and important in a friend. Perspective, love, kindness, social intelligence, teamwork, leadership, and humor were associated with higher peer acceptance. Dyadic analyses of mutual best friends suggested that a number of character strengths were also positively related to friend-rated friendship quality.Overall, the results demonstrate the relevance of character strengths for positive peer relationships in adolescents.

show abstract

“…Character strength development interventions seek to foster social emotional skills and non-cognitive attributes to enhance long-term success (Sokatch, 2017). Peterson and Seligman (2004) describe six overarching virtues (i.e.…”

Section: Current Intervention Approachesmentioning

confidence: 99%

Promoting wellbeing through positive education: A critical review and proposed social ecological approach

Coulombe

Hardy²,

Goldfarb

2020

Theory and Research in Education

View full text Add to dashboard Cite

Youth wellbeing is a pressing international problem, and it is a key concern of educational institutions, considering the substantial amount of time that youth spend in school. Educators require empirically validated and theoretically sound methods to support students’ wellbeing. This article critically examines the literature on youth wellbeing and interventions in positive education and proposes an innovative, social ecological approach to promoting wellbeing in education. Personal Projects Analysis is a complementary approach addressing several gaps identified in existing interventions (e.g. lack of consideration of ecological and cultural contexts, need for a person-centred approach to support unique goals of diverse students). Implications and applications are discussed to demonstrate how school leadership and educators can apply Personal Projects Analysis to promote the wellbeing of all students.

show abstract

Toward a Research Agenda: Building Character Strengths in School Settings

Cited by 15 publications

References 9 publications

Beyond School Reach: Character Education in Three Schools in Yogyakarta, Indonesia

Beyond School Reach: Character Education in Three Schools in Yogyakarta, Indonesia

Good Character Is What We Look for in a Friend: Character Strengths Are Positively Related to Peer Acceptance and Friendship Quality in Early Adolescents

Promoting wellbeing through positive education: A critical review and proposed social ecological approach

Contact Info

Product

Resources

About