RESUMO
RESUMO. Este estudo tem por objetivo analisar o conhecimento de crianças e pré-adolescentes em relação aos termos que designam as forças de caráter e compreender como percebem a expressão desses traços nos próprios comportamentos e nos de outras pessoas. Foram entrevistados 17 participantes, de oito a 13 anos (M = 10,6; DP = 1,5). Para cada força foram feitas sete perguntas, que investigavam a definição do termo e exemplos da expressão da força nos outros e nos próprios entrevistados. As entrevistas foram gravadas e transcritas para análise de conteúdo, ao fim gerando categorias para cada força. As forças descritas com maior facilidade pelos participantes e suas respectivas definições foram criatividade (capacidade de criar coisas), curiosidade e amor ao aprendizado (busca de conhecimento e novas experiências), honestidade (falar a verdade), amor (comportamento de dar carinho), bondade (ajudar e cuidar do outro), trabalho em equipe (realização de trabalhos colaborativos em brincadeiras ou atividades escolares), perdão (08 categorias a respeito de sua definição, sem destaque para alguma) e esperança (desejar acontecimento futuro). Esses achados podem tornar mais acessível o desenvolvimento e a avaliação das forças nessa faixa etária.
RESUMEN. Este estudio buscó analizar el conocimiento de niños y pre-adolescentes sobre los términos que fueron designados como fortalezas de carácter, y comprender cómo perciben estos rasgos en sus proprios comportamientos y en los de otras personas. Diecisiete participantes entre ocho y trece años fueron entrevistados (M = 10.6; SD = 1.5). Para cada fortaleza, se hicieron siete preguntas, que investigaron la definición del término y ejemplos prácticos de su expresión. Las entrevistas fueron grabadas y transcritas para el análisis de contenido, creando categorías para cada fortaleza. Las fortalezas descritas por los participantes con mayor facilidad y sus respectivas definiciones fueron: creatividad (capacidad de crear cosas), curiosidad y amor por el aprendizaje (búsqueda de conocimiento y nuevas experiencias), honestidad (decir la verdad), amor (comportamientos afectivos), amabilidad (ayudar y cuidar a los demás), trabajo en equipo (desempeño del trabajo colaborativo en juegos o actividades escolares), perdón (ocho categorías con respecto a su definición, sin énfasis en ninguna) y esperanza (deseo por un evento futuro). Estos hallazgos pueden facilitar el desarrollo y la evaluación de las fortalezas con este grupo de edad.
ABSTRACT This study aims to analyze the children and pre-adolescents' knowledge regarding terms that designate character strengths and to understand how they perceive the expression of these traits in their and other people's behavior. Seventeen participants aged eight to thirteen were interviewed (M = 10.6; SD = 1.5). For each strength, seven questions were asked, which investigated the definition and examples of the strength expression. The interviews were recorded and transcribed for content analysis, generating categories for each strength. The strengths most easily described by the participants and their respective definitions were: creativity (ability to create things), curiosity and love for learning (searching for knowledge and new experiences), honesty (speaking the truth), love (acts involving affection), kindness (helping and caring for others), teamwork (collaborative works in games or school activities), forgiveness (eight categories regarding their definition, without highlighting any) and hope (longing for a future event). These findings may make developing and evaluating character strengths in this age group more accessible.
Assuntos
Humanos , Masculino , Feminino , Criança , Adolescente , Caráter , Criança , Compreensão , Comportamento , Criatividade , Ensino Fundamental e Médio , Comportamento Exploratório , Perdão , Esperança , Psicologia Positiva/educação , Dinâmica de Grupo/psicologia , Aprendizagem , AmorRESUMO
AIM: Regular walking exercise (RWE) is associated with increased cardiovascular fitness and might elevate subjective psychological well-being. Positive education links positive psychology concepts with self-efficacy through the curriculum, which helps foster well-being. This study examines if regular walking exercise with positive education has better effects on cardiovascular fitness and happiness than RWE alone in retired older adults. METHODS: Three arms of experimental design were used: pedometer walking exercise training (PWET); positive education and pedometer walking exercise training (PEPWET); and pedometer walking exercise (PWE). Trained walking exercise was provided to the PWET and PEPWET groups by a walking exercise coach three times per week, for 45 min per session for 12 weeks. Positive education was designed and led by a licensed PhD psychologist every other week. Of 150 participants, 60, 60 and 30 were randomly assigned to PWET, PEPWET and PWE, respectively. Demographic information, Chinese Happiness Inventory, RWE, and 6-min walking distance were assessed before and after the intervention. RESULTS: The percentage of participants who practiced RWE after 12 weeks was significantly higher in the PEPWET group (96.7%), followed by the PWET (75%) and PWE groups (40%). Cardiovascular fitness in the PWET and PEPWET groups was significantly better than in the PWE group. Chinese Happiness Inventory scores in the PWET and PEPWET groups were significantly higher than in the PWE group, and the PEPWET group also showed significantly higher Chinese Happiness Inventory scores than the PWET group. CONCLUSIONS: In addition to RWE, the study findings show that positive education can be beneficial to promote older adults' RWE, cardiovascular fitness and happiness. Geriatr Gerontol Int 2019; 19: 879-884.
