Character Strengths in Adults and Adolescents: Their Measurement and Association with Well-Being.

Character strengths are assessed in adults and adolescents using different measurements. However, a comparison of character strengths across age groups requires the equivalence of these measurements. The present study examined the comparability of the two questionnaires most frequently used in research: The VIA Inventory of Strengths (VIA-IS) for adults and the VIA Inventory of Strengths for Youth (VIA-Youth). A sample of N = 170 high-school students in the age of about 18 years and up to two informants (N = 164 mostly parents; N = 156 mostly friends and partners) completed both character strengths questionnaires and several well-being questionnaires. The psychometric characteristics and the correlations with well-being scales were examined once exclusively on the basis of self-rating and once on the basis of combined self- and informant-ratings. Substantial differences between the questionnaires were found in each of the criteria examined (e.g., identification of signature strengths, or largest associations with well-being). The results indicate that VIA-IS and VIA-Youth measure character strengths differently, so that a comparison across age groups may lead to biased conclusions. Therefore, differences in character strengths between adults and adolescents should not be exclusively interpreted in terms of differences on the trait level as these differences may be caused by nonequivalent questionnaires.

Relations between character strengths, school satisfaction, enjoyment of learning, academic self-efficacy, and school achievement: An examination of various aspects of positive schooling.

This study is embedded in the theoretical framework of the engine model of positive schooling. Accordingly, relations were investigated between students' endogenous input variables (i.e., character strengths), process variables (i.e., school satisfaction, enjoyment of learning, and academic self-efficacy), and school achievement as an outcome variable. A sample of 300 students (between 10 and 17 years of age) completed web-based self-report measures for all key variables. Specific character strengths (e.g., love of learning, zest, hope, perseverance, and perspective) were substantially positively related to school satisfaction, enjoyment of learning, academic self-efficacy, and/or school achievement. Exploratory mediation analyses supported the basic assumption that processes (i.e., school satisfaction, enjoyment of learning, and academic self-efficacy) mediate the relations between character strengths as input variables and school achievement as an outcome variable. The findings underline the benefit of studying inputs, processes, and outcomes simultaneously to better understand the interplay among relevant variables in the context of positive schooling.

Incremental Validity of Character Strengths as Predictors of Job Performance Beyond General Mental Ability and the Big Five.

Over the last decades, various predictors have proven relevant for job performance [e.g., general mental ability (GMA), broad personality traits, such as the Big Five]. However, prediction of job performance is far from perfect, and further potentially relevant predictors need to be investigated. Narrower personality traits, such as individuals' character strengths, have emerged as meaningfully related to different aspects of job performance. However, it is still unclear whether character strengths can explain additional variance in job performance over and above already known powerful predictors. Consequently, the present study aimed at (1) examining the incremental validity of character strengths as predictors of job performance beyond GMA and/or the Big Five traits and (2) identifying the most important predictors of job performance out of the 24 character strengths, GMA, and the Big Five. Job performance was operationalized with multidimensional measures of both productive and counterproductive work behavior. A sample of 169 employees from different occupations completed web-based self-assessments on character strengths, GMA, and the Big Five. Additionally, the employees' supervisors provided web-based ratings of their job performance. Results showed that character strengths incrementally predicted job performance beyond GMA, the Big Five, or GMA plus the Big Five; explained variance increased up to 54.8, 43.1, and 38.4%, respectively, depending on the dimension of job performance. Exploratory relative weight analyses revealed that for each of the dimensions of job performance, at least one character strength explained a numerically higher amount of variance than GMA and the Big Five, except for individual task proactivity, where GMA exhibited the numerically highest amount of explained variance. The present study shows that character strengths are relevant predictors of job performance in addition to GMA and other conceptualizations of personality (i.e., the Big Five). This also highlights the role of socio-emotional skills, such as character strengths, for the understanding of performance outcomes above and beyond cognitive ability.

Does the heritability of cognitive abilities vary as a function of parental education? Evidence from a German twin sample.

A well-known hypothesis in the behavioral genetic literature predicts that the heritability of cognitive abilities is higher in the presence of higher socioeconomic contexts. However, studies suggest that the effect of socioeconomic status (SES) on the heritability of cognitive ability may not be universal, as it has mostly been demonstrated in the United States, but not in other Western nations. In the present study we tested whether the importance of genetic and environmental effects on cognitive abilities varies as a function of parental education in a German twin sample. Cognitive ability scores (general, verbal, and nonverbal) were obtained on 531 German twin pairs (192 monozygotic, 339 dizygotic, ranging from 7 to 14 years of age; Mage = 10.25, SD = 1.83). Data on parental education were available from mothers and fathers. Results for general cognitive ability and nonverbal ability indicated no significant gene x parental education interaction effect. For verbal ability, a significant nonshared environment (E) x parental education interaction was found in the direction of greater nonshared environmental influences on verbal abilities among children raised by more educated parents.

The relationships of character strengths with coping, work-related stress, and job satisfaction.

Personality traits have often been highlighted to relate to how people cope with stressful events. The present paper focuses on character strengths as positive personality traits and examines two basic assumptions that were derived from a core characteristic of character strengths (i.e., to determine how individuals deal with adversities): (1) character strengths correlate with coping and (2) buffer the effects of work-related stress on job satisfaction. Two different samples (i.e., a mixed sample representing various occupations [N = 214] and a nurses sample [N = 175]) filled in measures for character strengths, coping, work-related stress, and job satisfaction. As expected, intellectual, emotional, and interpersonal strengths were related to coping. Interpersonal strengths played a greater role for coping among nurses, as interactions with others are an essential part of their workday. Furthermore, intellectual strengths partially mediated the negative effect of work-related stress on job satisfaction. These findings open a new field for research on the role of personality in coping with work-related stress. Character strengths are trainable personal characteristics, and therefore valuable resources to improve coping with work-related stress and to decrease the negative effects of stress. Further research is needed to investigate this assumed causality.