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  1. Character Strengths Lead to Satisfactory Educational Outcomes Through Strength Use: A Longitudinal Analysis.Xiaoqing Tang, Yumei Li, Wenjie Duan, Wenlong Mu & Xinfeng Cheng - 2019 - Frontiers in Psychology 10:454028.
    Despite the flourishing of positive education, understanding of whether different character strengths have different predictive effects on academic achievement/ well-being and the mechanisms of actions between character strengths is limited. Specifically, this study adopted strength use as a mediator to understand well how character strength (assessed by caring, inquisitiveness, and self-control) is associated with students’ end-of-year academic achievements and well-being. Survey data from 349 adolescents from three different schools showed that three factors of character strengths have positive correlations with academic (...)
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  • Perceived Social Support and Its Effects on Changes in the Affective and Eudaimonic Well-Being of Chilean University Students.Rubia Cobo-Rendón, Yaranay López-Angulo, María Victoria Pérez-Villalobos & Alejandro Díaz-Mujica - 2020 - Frontiers in Psychology 11.
    The beginning of university life can be a stressful event for students. The close social relationships that they can experience can have positive effects on their well-being. The objective of this paper is to estimate the effect of perceived social support on the changes of the hedonic and eudaimonic well-being of Chilean university students during the transition from the first to the second academic year. Overall, 205 students participated with an average age of 19.14 years, evaluated during their first academic (...)
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  • Reciprocal Relationships Between Moral Competence and Externalizing Behavior in Junior Secondary Students: A Longitudinal Study in Hong Kong.Daniel T. L. Shek & Xiaoqin Zhu - 2019 - Frontiers in Psychology 10:428801.
    Defining moral competence using a virtue approach, this longitudinal study examined the prospective relationships between moral competence and externalizing behavior indexed by delinquency and intention to engage in problem behavior in a large and representative sample of Hong Kong Chinese adolescents. Starting from the 2009–2010 academic year, Grade 7 students in 28 randomly selected secondary schools in Hong Kong were invited to join a longitudinal study, which surveyed participating students annually during the high school years. The current study used data (...)
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