The Engagement With Beauty Scale (EBS), designed from the aesthetics of I. Kant (1790/1987), G. W. F. Hegel (ca. 1835/1993), and T. Aquinas (ca. 1260/1947) and the psychological work of J. Haidt (J. Haidt & D. Keltner, 2004), measures engagement with natural, artistic, and moral beauty. In Studies 1 and 2, the authors describe scale construction, exploratory factor analysis, confirmatory factor analysis, internal consistency, and temporal stability. In Studies 1 and 2, the authors also establish concurrent validity with the Appreciation of Beauty and Excellence subscale of the Values in Action Inventory of Strengths (C. Peterson & M. E. P. Seligman, 2004), the Gratitude, Resentment, and Appreciation Test (P. C. Watkins, K. Woodward, T. Stone, & R. L. Kolts, 2003), and the Spiritual Transcendence Scale (R. L. Piedmont, 2004). In Study 3, the authors used the EBS Artistic Beauty subscale to differentiate students engaged in the arts from those who were not.

Moral elevation is defined as the emotional response to witnessing acts of moral beauty. Studies have found that elevation entails pleasant feelings of warmth in the chest, feeling uplifted, moved, and optimistic about humanity. Elevation motivates affiliation with others as well as moral action tendencies. The main goal of this review was to gather and organize the empirical findings from the last 16 years of elevation research with regard to psychological and physiological characteristics, motivational tendencies, behavioral outcomes, neuronal mechanisms, moderators, and correlates of elevation. A secondary goal was to examine whether elevation is congruent with Fredrickson's (2001) broaden-and-build theory of positive emotions. It was concluded that there is strong evidence that elevation broadens the thought-action repertoire and relatively weak evidence that it builds lasting resources. Potential evolutionary functions, the forms of measurement of elevation, the process of how elevation is triggered, practical applications and directions for future research were also addressed.

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Does working on developing character strengths and relative character weaknesses cause lower life satisfaction than working on developing character strengths only? The present study provides a preliminary answer. After 76 college students completed the Values in Action Inventory of Strengths (C. Peterson & M. E. P. Seligman, 2004), the authors randomly assigned them to work on 2 character strengths or on 1 character strength and 1 relative weakness. Combined, these groups showed significant gains on the Satisfaction With Life Scale (E. Diener, R. A. Emmons, R. J. Larsen, & S. Griffin, 1985), compared with a 32-student no-treatment group. However, there was no significant difference in gain scores between the 2-strengths group and the 1-character-strength-and-1-relative-character-weakness group. The authors discuss how focusing on relative character weaknesses (along with strengths) does not diminish-and may assist in increasing-life satisfaction.

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