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Good Character at College: The Combined Role of Second-Order Character Strength Factors and Phronesis Motivation in Undergraduate Academic Outcomes

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  • Jorge L. Villacís

    (Department of Research Theory and Methods in Education and Psychology, School of Education and Psychology, University of Navarra, 31008 Pamplona, Spain)

  • Jesús de la Fuente

    (Department of Research Theory and Methods in Education and Psychology, School of Education and Psychology, University of Navarra, 31008 Pamplona, Spain
    Department of Psychology, School of Psychology, University of Almería, 04120 La Cañada de San Urbano, Spain)

  • Concepción Naval

    (Department of Research Theory and Methods in Education and Psychology, School of Education and Psychology, University of Navarra, 31008 Pamplona, Spain)

Abstract

A renewed interest in the study of character and virtue has recently emerged in the fields of Education and Psychology. The latest research has confirmed the association between virtuous consistent behaviours and academic positive outcomes. However, the motivational dimension of character (the intentions underlying the patterns of observed behaviours) has received little attention. This research aims to extend the knowledge on this topic by examining the predictive relationships between the behavioural and motivational dimensions of character, with reference to academic engagement, career self-doubt and performance of Spanish university students. A total of 183 undergraduates aged 18–30 (142 of whom were women) from the north of Spain completed specific parts of self-report questionnaires, including the Values in Action VIA-72, a Spanish translated and validated version of the Moral Self-Relevance Measure MSR, and the Utrecht Work Engagement Student Scale UWES-S9. The collected data were analysed using Structural Equation Modelling. The behavioural dimension of character (character strength factors of caring, self-control and inquisitiveness) showed positive associations with academic engagement and performance. The motivational dimension of character ( phronesis motivation), was negatively related to career self-doubt. For the first time, the present study has provided support for the contribution of both dimensions of character to undergraduate academic outcomes.

Suggested Citation

  • Jorge L. Villacís & Jesús de la Fuente & Concepción Naval, 2021. "Good Character at College: The Combined Role of Second-Order Character Strength Factors and Phronesis Motivation in Undergraduate Academic Outcomes," IJERPH, MDPI, vol. 18(16), pages 1-20, August.
    • Handle: RePEc:gam:jijerp:v:18:y:2021:i:16:p:8263-:d:608234
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    References listed on IDEAS

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    2. Jesús de la Fuente & Francisca Lahortiga-Ramos & Carmen Laspra-Solís & Cristina Maestro-Martín & Irene Alustiza & Enrique Aubá & Raquel Martín-Lanas, 2020. "A Structural Equation Model of Achievement Emotions, Coping Strategies and Engagement-Burnout in Undergraduate Students: A Possible Underlying Mechanism in Facets of Perfectionism," IJERPH, MDPI, vol. 17(6), pages 1-24, March.
    3. Ryan M. Niemiec, 2020. "Six Functions of Character Strengths for Thriving at Times of Adversity and Opportunity: a Theoretical Perspective," Applied Research in Quality of Life, Springer;International Society for Quality-of-Life Studies, vol. 15(2), pages 551-572, April.
    4. Rosseel, Yves, 2012. "lavaan: An R Package for Structural Equation Modeling," Journal of Statistical Software, Foundation for Open Access Statistics, vol. 48(i02).
    5. Shiri Lavy, 2020. "A Review of Character Strengths Interventions in Twenty-First-Century Schools: their Importance and How they can be Fostered," Applied Research in Quality of Life, Springer;International Society for Quality-of-Life Studies, vol. 15(2), pages 573-596, April.
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