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Positive Feelings at School: On the Relationships Between Students’ Character Strengths, School-Related Affect, and School Functioning

Author

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  • Marco Weber
  • Lisa Wagner
  • Willibald Ruch

Abstract

The present study was designed to examine the relationships between students’ character strengths, school-related affect, positive school functioning (i.e., motivation to learn, interest, and engagement at class), and school achievement following the “engine model of well-being” that is focusing on inputs (e.g., personality traits), processes (e.g., moods, emotions), and outcomes (e.g., engagement, accomplishments) within the context of well-being research. A sample of 196 children completed the Values in Action Inventory of Strengths for Youth, which assesses 24 character strengths, and the PANAS-C that assesses school-related positive and negative affect. Additionally, homeroom teachers rated students’ positive school functioning (i.e., motivation, engagement, and interest at school) and their overall school achievement. The character strengths of zest, love of learning, perseverance, and social intelligence showed the strongest positive correlations with school-related positive affect. Teamwork, hope, self-regulation, and love were substantially negatively correlated with school-related negative affect. Certain character strengths showed positive relationships with positive school functioning and overall school achievement. A path model, testing the “engine model of well-being”, found—additionally to direct effects—indirect relationships between character strengths and positive school functioning (through school-related positive affect), which in turn leads to higher school achievement. The presented findings show character strengths as meaningful resources in the schooling context. Character strengths emerge to be crucial for students to experience school-related positive affect, which in turn supports students’ positive school functioning and their overall school achievement. The results demonstrate the complex interplay between students’ personality traits, affect, school functioning, and achievement at school. Copyright Springer Science+Business Media Dordrecht 2016

Suggested Citation

  • Marco Weber & Lisa Wagner & Willibald Ruch, 2016. "Positive Feelings at School: On the Relationships Between Students’ Character Strengths, School-Related Affect, and School Functioning," Journal of Happiness Studies, Springer, vol. 17(1), pages 341-355, February.
    • Handle: RePEc:spr:jhappi:v:17:y:2016:i:1:p:341-355
    DOI: 10.1007/s10902-014-9597-1
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    Citations

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    Cited by:

    1. Estibaliz Ramos-Díaz & Arantzazu Rodríguez-Fernández & Inge Axpe & Margaret Ferrara, 2019. "Perceived Emotional Intelligence and Life Satisfaction Among Adolescent Students: The Mediating Role of Resilience," Journal of Happiness Studies, Springer, vol. 20(8), pages 2489-2506, December.
    2. Henderson, Linda & Grové, Christine & Lee, Felicia & Trainer, Louisa & Schena, Hannah & Prentice, Marcelle, 2020. "An evaluation of a dog-assisted reading program to support student wellbeing in primary school," Children and Youth Services Review, Elsevier, vol. 118(C).
    3. Marine Miglianico & Philippe Dubreuil & Paule Miquelon & Arnold B. Bakker & Charles Martin-Krumm, 2020. "Strength Use in the Workplace: A Literature Review," Journal of Happiness Studies, Springer, vol. 21(2), pages 737-764, February.
    4. Li, Jing & Pearce, Philip L. & Oktadiana, Hera, 2020. "Can digital-free tourism build character strengths?," Annals of Tourism Research, Elsevier, vol. 85(C).
    5. Tamar Blanchard & Todd Kerbeykian & Robert E. McGrath, 2020. "Why Are Signature Strengths and Well-Being Related? Tests of Multiple Hypotheses," Journal of Happiness Studies, Springer, vol. 21(6), pages 2095-2114, August.
    6. Zhang, Ying & Liu, Qingyang & Razza, Rachel, 2024. "Implications of early attentional and behavioral regulation for adolescent flourishing: Variations in pathways across family income status," Children and Youth Services Review, Elsevier, vol. 160(C).
    7. Greg Levitt & Steven Grubaugh & Joseph Maderick & Donald Deever, 2023. "The Power of Passionate Teaching and Learning: A Study of Impacts on Social Science Teacher Retention and Student Outcomes," Technium Social Sciences Journal, Technium Science, vol. 41(1), pages 82-85, March.
    8. Sylvia Y C L Kwok & Siqi Fang, 2021. "A Cross-Lagged Panel Study Examining the Reciprocal Relationships Between Positive Emotions, Meaning, Strengths use and Study Engagement in Primary School Students," Journal of Happiness Studies, Springer, vol. 22(3), pages 1033-1053, March.
    9. Philippe Gay & Slavka Pogranova & Laetitia Mauroux & Estelle Trisconi & Emily Rankin & Rebecca Shankland, 2022. "Developing Students’ Emotional Competencies in English Language Classes: Reciprocal Benefits and Practical Implications," IJERPH, MDPI, vol. 19(11), pages 1-12, May.

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