Exploring and assessing meaning in life in elementary school children: Development and validation of the meaning in life in children questionnaire (MIL-CQ)

Shoshani, Anat; Russo‐Netzer, Pninit

doi:10.1016/j.paid.2016.09.014

Cited by 27 publications

(29 citation statements)

References 26 publications

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“…The scale assesses the child’s satisfaction with his or her life as a whole using a seven-point Likert scale, ranging from strongly disagree (1) to strongly agree (7). A previous study provides evidence for good reliability and validity of the Hebrew version of the scale ( Shoshani and Russo-Netzer, 2017 ). In this study, the SWLS-C yielded a satisfactory Cronbach’s alpha (alpha coefficient = 0.77).…”

Section: Methodsmentioning

confidence: 87%

“…Items are scored on a 3-point Likert scale ranging from 1 (not true) to 3 (certainly true). The Hebrew version of the inventory used in this study has demonstrated excellent criterion validity for children ( Mansbach-Kleinfeld et al, 2010 ; Shoshani et al, 2016a ; Shoshani and Russo-Netzer, 2017 ). The Cronbach’s alpha coefficients for the subscales in this study ranged from 0.73 to 0.87.…”

Section: Methodsmentioning

confidence: 93%

“…Noticeable differences were found between 7- and 8.9-year olds as compared to 9- to 12-year olds, including lower levels of interpersonal, transcendence, temperance strengths, emotional well-being and school engagement. Because cognitive and emotional maturity increase with age, children in late childhood (9–12) as compared to the earlier childhood years may more easily establish relationships, regulate their emotions and behaviors, and may be more active in constructing meaning and positively interpreting their experiences ( Shoshani and Russo-Netzer, 2017 ). However, the relatively small number of studies that have dealt with character strengths and subjective well-being has made it difficult to interpret these age trends, and indicate that much more research is needed to better understand character development in various cultures and its relationship to children’s subjective well-mental health.…”

Section: Discussionmentioning

confidence: 99%

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From Character Strengths to Children’s Well-Being: Development and Validation of the Character Strengths Inventory for Elementary School Children

Shoshani

Shwartz

2018

Front. Psychol.

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Although research on character strengths has flourished in recent years, the paucity of suitable quantitative instruments for the assessment of children’s character strengths limits the study of character development in childhood. The Character Strengths Inventory for Children (CSI-C) is a new self-report character inventory for children that was designed for easy administration directly to elementary school-aged children. The CSI-C provides an evaluation of 24 character strengths defined in Peterson and Seligman’s Values in Action Classification of Strengths. Data from two samples of 2,061 Israeli children aged 7–12 support the constructs of the instrument. Principal component analysis and confirmatory factor analysis of the 96 CSI-C items revealed preliminary evidence for a hierarchical structure with 24 lower factors nested within four higher-order latent factors: interpersonal, transcendence, intellectual, and temperance strengths. Children’s interpersonal and temperance strengths were negatively associated with mental health difficulties, and their temperance and transcendence strengths were positively associated with subjective well-being. The intellectual and temperance strengths were correlated with children’s school functioning and grit. The potential uses of the CSI-C in research and practice are discussed.

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Section: Methodsmentioning

confidence: 87%

Section: Methodsmentioning

confidence: 93%

Section: Discussionmentioning

confidence: 99%

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From Character Strengths to Children’s Well-Being: Development and Validation of the Character Strengths Inventory for Elementary School Children

Shoshani

Shwartz

2018

Front. Psychol.

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“…This subscale includes five items (e.g., “I share readily with other children, for example toys, treats, pencils”) and participants rated how much each items described them best, using a 3-point scale, ranging from 1 ( not true ) to 3 ( certainly true ). Previous studies have provided evidence on the reliability and validity of this subscale (e.g., Goodman et al, 1998; Mansbach-Kleinfeld et al, 2010; Shoshani et al, 2016; Shoshani and Russo-Netzer, 2017). In the current study, Cronbach Alphas were acceptable (from 0.69 to 0.74) at the three time points.…”

Section: Methodsmentioning

confidence: 99%

A Longitudinal Study of Spirituality, Character Strengths, Subjective Well-Being, and Prosociality in Middle School Adolescents

et al. 2019

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Using data from 1,352 middle-school Israeli adolescents, the current study examines the interface of spirituality and character strengths and its longitudinal contribution to subjective well-being and prosociality. Participants were approached three times over a 14-months period and completed measures of character strengths, spirituality, subjective well-being (positive emotions, life satisfaction), and prosociality. Findings revealed a fourth-factor structure of character strengths that included the typical tripartite classification of intrapersonal, interpersonal, and intellectual strengths together with spirituality emerging as a statistically autonomous factor. Spirituality was stable over time and contributed to higher subjective well-being and prosociality both cross-sectionally and longitudinally. Discussion focuses on spirituality as a fundamental character strength and an important aspect of positive development.

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“…The intervention constructed and implemented in the present study was based on this model, adjusted for applicability to young children. Due to the difficulty in conceptualizing and facilitating meaning among young children ( Shoshani and Russo-Netzer, 2017 ), the element of meaning was not included in the present intervention program.…”

Section: Introductionmentioning

confidence: 99%

Positive Education for Young Children: Effects of a Positive Psychology Intervention for Preschool Children on Subjective Well Being and Learning Behaviors

Shoshani

Slone

2017

Front. Psychol.

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Despite the flourishing in recent years in applications of positive psychology in the field of education, there is a paucity of research investigating positive psychology interventions for preschool children. The present study examined the effects of a positive psychology-based intervention conducted in Israel on children’s subjective well-being, mental health and learning behaviors. Twelve preschool classrooms of 3–6.5 year-olds were randomly assigned to a positive psychology intervention condition or a wait-list control condition. In the intervention condition, during one school year, 160 children experienced eight modules of basic concepts in positive psychology that were adapted to the developmental characteristics of young children and were compared to 155 children in demographically similar control classrooms. Children were administered a pre-test and post-test of subjective well-being measures. In addition, children’s mental health and emotional well-being were measured by parental questionnaires. Preschool teachers completed questionnaires concerning children’s learning behaviors. The findings showed significant increases in subjective well-being and positive learning behaviors among the intervention participants, with no significant changes in the control group. The results highlight the potential of positive psychology interventions for increasing subjective well-being and a positive approach to learning at young ages.

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Exploring and assessing meaning in life in elementary school children: Development and validation of the meaning in life in children questionnaire (MIL-CQ)

Cited by 27 publications

References 26 publications

From Character Strengths to Children’s Well-Being: Development and Validation of the Character Strengths Inventory for Elementary School Children

From Character Strengths to Children’s Well-Being: Development and Validation of the Character Strengths Inventory for Elementary School Children

A Longitudinal Study of Spirituality, Character Strengths, Subjective Well-Being, and Prosociality in Middle School Adolescents

Positive Education for Young Children: Effects of a Positive Psychology Intervention for Preschool Children on Subjective Well Being and Learning Behaviors

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