Good character at school: positive classroom behavior mediates the link between character strengths and school achievement
Good character at school: positive classroom behavior mediates the link between character strengths and school achievement
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在学校的良好品格：积极的课堂行为调节品格优势与学校成绩之间的联系
作者：
Lisa Wagner;W. Ruch
人们发现，性格优势与儿童和青少年的幸福感有很大关系。初步证据表明，他们也对学校的成功很重要（例如，Weber和Ruch，2012年）。目前的两项研究旨在复制和扩展这些发现在两个不同的年龄组，小学生（N = 179;平均年龄= 11.6岁）和中学生（N = 199;平均年龄= 14.4岁）。学生们完成了VIA-青年（青年优势行动价值观清单），这是一项对VIA分类中24种性格优势的自我报告测量。他们的老师对学生在课堂上的积极行为进行了评价。此外，还评估了学习成绩：对于小学生（研究1），教师对学生的整体学习成绩进行评分，对于中学生（研究2），我们用他们的成绩作为衡量学习成绩的标准。我们发现，一些性格优势与积极的课堂行为和学校成绩有关。在这两个样本中，学校成绩与学习的热爱，毅力，热情，感恩，希望和观点相关。与积极的课堂行为最强的相关性被发现的毅力，自我调节，谨慎，社会智力和希望。对于这两个样本，有一些性格优势对学校成绩的间接影响，通过教师评价积极的课堂行为。从两个样本的收敛结果支持的概念，性格优势有助于积极的课堂行为，这反过来又提高了学校的成绩。结果进行了讨论，在他们的影响，为未来的研究和学校的干预措施的基础上，性格的优势。
Character strengths have been found to be substantially related to children’s and adolescents’ well-being. Initial evidence suggests that they also matter for school success (e.g., Weber and Ruch, 2012). The present set of two studies aimed at replicating and extending these findings in two different age groups, primary school students (N = 179; mean age = 11.6 years) and secondary school students (N = 199; mean age = 14.4 years). The students completed the VIA-Youth (Values in Action Inventory of Strengths for Youth), a self-report measure of the 24 character strengths in the VIA classification. Their teachers rated the students’ positive behavior in the classroom. Additionally, school achievement was assessed: For the primary school students (Study 1), teachers rated the students’ overall school achievement and for the secondary school students (Study 2), we used their grades as a measure of school achievement. We found that several character strengths were associated with both positive classroom behavior and school achievement. Across both samples, school achievement was correlated with love of learning, perseverance, zest, gratitude, hope, and perspective. The strongest correlations with positive classroom behavior were found for perseverance, self-regulation, prudence, social intelligence, and hope. For both samples, there were indirect effects of some of the character strengths on school achievement through teacher-rated positive classroom behavior. The converging findings from the two samples support the notion that character strengths contribute to positive classroom behavior, which in turn enhances school achievement. Results are discussed in terms of their implications for future research and for school interventions based on character strengths.