A Measure for Assessing Academic Virtues and Strengths in the University Setting
Construction and Initial Examination of Structure and Correlates
Bibliographic Data
| ID | 13655711 |
|---|---|
| Authors | Zane Asher Green (0000-0002-3959-9167, Asia e University, corresponding author), Gunasegaran Karuppannan (0000-0002-9471-7883, Open University Malaysia) |
| Year | 2025 |
| Pages | 332941251317676-332941251317676 |
| Publication date | 2025-02-07 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Psychological Reports (JOURNAL) |
| Journal identifiers | ISSN: 0033-2941 • E-ISSN: 1558-691X |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/00332941251317676 |
| PMID | 39918974 |
| OpenAlex | W4407251516 |
| Language | EN |
| References cited | 90 |
This research demonstrates the construction and preliminary examination of the structure of a domain-specific measure, namely the Character Strengths Scale for University Students (CSSUS). Reflecting the use of the 24 Values in Action (VIA) strengths in the study domain, the CSSUS likely adds greater specificity to the findings pertinent for devising and implementing meaningful strategies for furthering academic development, student learning, and well-being in higher education. Derived from best practices, the item generation process of the CSSUS was based on four steps: (1) identification of the domain, (2) item generation, (3) content validity, and (4) field pre-testing of the items of the CSSUS. The initial examination of the factors of the CSSUS was based on a sample of 540 undergraduate and graduate students studying in Lahore, Pakistan. Results provided evidence of a four-factor structure of the CSSUS. Furthermore, the CSSUS and its subscales were positively related to academic achievement and the measures of satisfaction with life, positivity, and student self-efficacy. In addition, the CSSUS and its subscales were negatively related to the measure of academic burnout. The correlations provided evidence of the concurrent criterion-related validity of the scale. Moreover, female students reported higher levels of love and spirituality, whereas male students higher levels of leadership, creativity, and bravery. Also, there was no significant difference in the use of academic virtues with regard to gender, level of education (undergraduate and graduate), study discipline (agricultural sciences, humanities, health sciences, and engineering technology), type of university (public and private), and level of academic performance (low, medium, and high). The theoretical contribution and practice implications of the results are discussed. Limitations of the study and prospects for future research are also discussed
Creativity · Developmental psychology · Higher education · Mathematics education · Scale (ratio · Test (biology · Grit, Self-Efficacy, and Motivation · Psychological Well-being and Life Satisfaction · Psychology · Resilience and Mental Health · Social Psychology
Instrument Development in the Affective Domain
Making Sense of Factor Analysis
L2 grit
General Self-Efficacy Scale
Strengths use, self-concordance and well-being
Common method bias in applied settings
Exploratory factor analysis
Engagement as flourishing
Career Adapt-Abilities Scale
The Positivity Scale.
Conservation of Resources and Disaster in Cultural Context
Enhancing well‐being and alleviating depressive symptoms with positive psychology interventions
The Perma-Profiler
Positive Emotions Broaden and Build
Conservation of resource caravans and engaged settings
Common method biases in behavioral research
Sources of Method Bias in Social Science Research and Recommendations on How to Control It
The Satisfaction With Life Scale
Art-of-Living Intervention Imparted Through a Blended Learning Approach to Nurture Positivity Among Pakistan’s University Students During Covid-19
The Effects of a Character Strength Focused Positive Psychology Course on Undergraduate Happiness and Well-Being
Is Good Character All that Counts? A Comparison Between the Predictive Role of Specific Strengths and a General Factor of “Good Character” Using a Bifactor Model
The Blessings of Social-Oriented Virtues
Strengths intervention imparted through a blended learning approach to advance personal growth initiative among Pakistan’s university students during Covid-19
Structural modeling of Chinese students’ academic achievement identity and basic psychological needs
Good Character at College
Empirical validation of values in action-inventory of strengths (VIA-IS) in Indian context
Ten Steps in Scale Development and Reporting
Psychometric Evaluation of the Chinese Virtues Questionnaire
Randomized Trial Investigating of a Single-Session Character-Strength-Based Cognitive Intervention on Freshman’s Adaptability
Gender and Psychological Correlates of Self-rated Strengths Among Youth
When work and family collide
Character strengths, academic self-efficacy, and well-being outcomes in the Philippines
Values in action scale and the Big 5
Character strengths and well-being in Croatia
Scale Development Research
Character Strengths and First-Year College Students’ Academic Persistence Attitudes
The "What" and "Why" of Goal Pursuits
Best Practices for Developing and Validating Scales for Health, Social, and Behavioral Research
Scale development
Burnout and Engagement in University Students
| Highly cited | No |
|---|