Character strengths as protective factors against behavior problems in early adolescent

Abstract

Character strengths could effectively prevent negative psychological outcomes in adults. However, there was little research conducted among early adolescents. The present study aimed to explore character strengths that were independently related to fewer behavior problems in early adolescents. In total, 521 early adolescents (mean age 10.92 ± 0.04, range 10–12 years) were recruited from primary schools in Sichuan, China. Character strengths were measured using the Values in Action Inventory of Strengths for Youth (VIA-Youth). Behavior problems were measured using the Conners Parent Symptom Questionnaire (PSQ). The results showed that behavior problems were negatively correlated with character strengths (r = −0.14 to −0.3, p < 0.05 Bonferroni corrected). Character strengths explained a significant proportion of additional variance (14–22%) in five types of behavior problems after controlling the effect of demographic factors (residence, left-behind experiences, maternal education level). Moreover, several specific character strengths showed an independent contribution (β = −0.34 to −0.14 for self-regulation, perseverance, zest, humility, and leadership; β = 0.21 to 0.34, for hope; all p < 0.05) to behavior problems. Our study revealed that character strengths were protective factors against behavior problems in early adolescents.

The Implementation Challenges of Character Education in Primary Schools

“…The high grades in primary school can be a reference for teachers in instilling character optimally because it is a provision in entering education at a higher level because basically the morality of a student is not determined by age the higher the better (Chang, 2022). Elementary school students who have been instilled and have commendable behaviour will have the opportunity to be developed in adulthood and become the basis of students' conscience refusal to do bad deeds (Qin et al, 2022). Therefore, teachers can be a bridge for students to grow and implement character education by providing knowledge and education so that they can form good character in accordance with the values prevailing in society.…”

Fortalezas de carácter y su relación con síntomas emocionales, hiperactividad y conductas prosociales en niños

“…Por otro lado, referente a la evidencia sobre las FC con la presencia de problemas (emocionales o conductuales) en niños, Qin et al (2022) encontraron en población de 10 a 13 años correlaciones significativas y negativas (de entre -0.14 a -0.3) entre problemas de conducta, de aprendizaje, psicosomáticos, de impulsividadhiperactividad y ansiedad y las FC. Na et al (2022) analizaron la relación entre las FC y problemas de salud mental en niños, mediante el uso Strengths and Difficulties Questionnaire (SDQ) de Goodman (1997), un instrumento que evalúa síntomas emocionales, problemas de conducta, hiperactividad-inatención, problemas con pares y conducta prosocial.…”

Pandangan Generasi Z terhadap Pengaruh Agama dalam Kehidupan

“…Karakter yang kuat diharapkan merupakan faktor protektif terhadap masalah perilaku pada remaja sejak awal. Pendidikan karakter di Binus Universty tidak hanya terletak pada materi yang diajarkan tetapi juga pada pembiasaan sikap dan tindakan positif, salah satunya melalui pembiasaan kegiatan keagamaan (Qin, 2022). Pada penelitian sebelumnya, mata kuliah Pendidikan Karakter Agama menjadi favorit mahasiswa dan dinilai sangat mempengaruhi karakter mereka serta sangat aplikatif dan relevan dalam kehidupan sehari-hari.…”