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Using signature strengths in pursuit of goals: Effects on goal progress, need satisfaction, and well-being, and implications for coaching psychologists
Abstract and Figures
Objective: In recent years there has been a growing interest in research related to the use of strengths. Although results from past research have consistently suggested that the use of strengths is associated with higher performance and greater well-being there is, as yet, no clear theory describing how using strengths might contribute to greater well-being or goal progress. The objective of the current research was to test a model of how strengths use may support performance and well-being through an extension of the self-concordance model of healthy goal attainment.
Design: We test a repeated measures cross-sectional model in which using signature strengths is associated with goal progress, which is in turn associated with the fulfilment of psychological needs, and in turn well-being.
Method: Participants were 240 college students who completed measures of psychological strengths, need satisfaction, well-being, goal progress and goal attainment at three time points over a three-month period.
Results: Our results demonstrate that strengths use is associated with better goal progress, which is in turn associated with psychological need fulfilment and enhanced well-being.
Conclusions: Strengths use provides a key support in the attainment of goals, and leads to greater need satisfaction and well-being, providing an extension of the self-concordance model of healthy goal attainment. Implications for practice and future research are discussed.
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... However, it may also unintentionally constrain individual development by neglecting the distinct attributes and talents of individuals. Our approach presents an alternative avenue for leader development, emphasising self-determination and personal strengths [90,108], thereby facilitating the satisfaction of leaders' basic psychological needs [109] as these work tasks that allow strengths use are considered being fulfilling and most valued [110]. However, this does not imply that leaders should ignore their weaknesses. ...
... Our proposed (character) strength-based approach emerges from positive psychology and lies somewhere in the middle between trait and competency theory by emphasising the importance of recognising, understanding, and leveraging personal strengths. Individuals allowed to utilise their character strengths at work are more likely to progress their goals, which in turn facilitates the satisfaction of their basic psychological needs [109] as these work tasks are considered being fulfilling and most valued [110]. This aligns with the principles of self-determination theory, which posits that autonomy, competence, and relatedness are fundamental psychological needs that, when fulfilled, lead to enhanced motivation, engagement, and well-being [126]. ...
... Character strengths are inherently embedded in adults, constituting a fundamental aspect of their identities and playing a crucial role in shaping their personal growth and achievements from birth to the present [103,109]. Based on an extensive literature review on positive traits across different cultures, Peterson, Seligman [91] identified 24 character strengths in the VIA classification, a hierarchical structure of character where 24 character strengths are distributed between six virtues (see Table 1). ...
A substantial amount of research, resources, and effort has been invested in the search for a 'holy grail' of twenty-first century leadership competencies. Ironically, despite the increasing significance of leadership and the substantial investments in uncovering the attributes of successful leaders, concerns persist regarding the quality of leadership worldwide. While the literature extensively outlines 'what' twenty-first century-ready leaders should embody, there remains a gap in outlining 'how' to nurture such leaders. We contrast existing practices that have focused on teaching functional content and relying on retrospective and deficit-based competency models by advocating for a strengths-based perspective. While there has been an increasing interest in positive psychology, which promotes a shift away from prevalent deficit correction approaches towards a framework that emphasises social-emotional and meta-cognitive strengths, character strengths have received little attention in corporate leader development programmes. We argue that nurturing character strengths offers a more sustainable, self-reinforcing process for twenty-first century leader development to overcome the limitations of short-lived leadership training results that fade over time. The Values in Action Classification of Character Strengths and Virtues provides a robust framework for identifying and nurturing these strengths. However, character strengths have traditionally been viewed as personal attributes, rather than leadership competencies. We challenge traditional views on leader development by arguing that character strengths reflect the competencies required of twenty-first century-ready leaders, as these more 'humane' characteristics remain relevant over time and valued across cultures because they represent qualities that are universally appreciated in defining 'what makes a good person'.
... In contrast, the strengths associated with the virtues of wisdom and temperance, namely Love for Learning and Forgiveness, were less frequently identified by the students. This corroborates the assertion put forth by Linley et al. (2010) regarding the significance of being conscious of one's character strengths, which can foster enhanced self-assurance and accomplishment. Should students perceive Love of Learning and Forgiveness as lesser strengths, targeted interventions could prove beneficial in helping them to recognise and value these traits, thereby enhancing their academic achievement. ...
Despite the ongoing debate in academic circles regarding the impact of the arts on individual and collective well-being, there is a paucity of empirical research in this area. Nevertheless, recent studies have begun to establish a significant correlation between arts engagement and a range of positive outcomes. The objective of this study is to enhance the existing conceptual framework by providing empirical evidence of how early exposure to and active engagement with the arts can influence the development of character strengths within an educational context. A comparative design was employed in the study, which included 993 fifth- and sixth-grade students in Spain. The control group consisted of students with no interest or participation in artistic activities, while the experimental group demonstrated both interest and active participation in the arts. A quantitative approach was employed to collect data via a validated questionnaire, which was then analysed to discern relationships between variables using correlation techniques and non-parametric tests. The findings indicate a significant correlation between students' interest and participation in artistic activities and their perception of character strengths. In particular, engagement with the arts is associated with higher levels of character strengths linked to the virtue of wisdom and knowledge, including creativity and a love of learning. This research makes a significant contribution to the existing body of knowledge on the role of the arts in fostering character strengths and the application of positive psychology in well-being. It highlights the importance of integrating the arts into educational settings as a central component. Furthermore, the document puts forth recommendations for future interventions.
... There are various conceptualisations of "strengths" (e.g., 5,61,62; overview, 4), ranging from the qualities that we have become skilled and experienced in, to virtuous, positive aspects of personality. For this study, we have chosen to focus on the latter, aligning with character strengths (61); positive attributes that can be used to engage in life and work towards desired end goals (63). Character strengths have been extensively researched in the last decade (64) in the context of well-being (65,66) and as buffers for the detrimental effects of psychopathology (67) and adverse situations (68,69). ...
Listening is understood to be a foundational element in practices that rely on effective
conversations, but there is a gap in our understanding of what the effects of high-quality listening
are on both the speaker and listener. This registered report addressed this gap by training one
group of participants to listen well as speakers discuss their character strengths, allowing us to
isolate the role relational listening plays in strengths-based conversations. Participants were paired
and randomly assigned to a high-quality listening (experimental) or moderate- quality listening
(comparison) condition manipulated through a validated video-based training. High-quality
listening predicted a more constructive relational experience; specifically, positivity resonance.
Intrapersonal experiences (perceived authenticity and state anxiety) were not affected. Those who
engaged in high-quality listening expressed a behavioural intention to continue listening, but
condition did not predict a behavioural intention for speakers to continue exploring character
strengths. This is the first evidence of positivity resonance as a shared outcome between both a
speaker and listener when the listener conveys high-quality (as opposed to “everyday”) listening.
These early findings merit further study with stronger listening manipulations to explore the
potential role of listening within interpersonal communication, and inform the applied
psychological sciences (counselling, psychotherapy, coaching, organisational, education).
... 31,32 It means that people with such abilities can cope more appropriately with a stressful situation and have a better QOL. 33 Although living with a chronic disease can be very stressful for the patient, some studies showed that many patients could cope with their condition and its challenges and manage their problems. 17 The present study also suggests that obtaining positive psychological features such as psychological capital variables can manage stress and improve the QOL. ...
Background: Stress has been known as a risk factor for the onset and modification of autoimmune disorders such as myasthenia gravis (MG). However, the patients can control their stress and improve their quality of life (QOL) using some factors such as psychological and social support. Psychological capital and social support play a key role in decreasing stress and improving QOL in the patients with MG. Therefore, the present study aimed to assess the mediator role of the psychological capital and social support in perceived stress and QOL of the patients with MG. Methods: In the present cross-sectional study, 203 patients with MG, including 138 women and 65 men, were selected from Iran Myasthenia Gravis Association and Shariati Hospital, Tehran City, Iran, using available sampling. The selected patients completed the Myasthenia Gravis Quality of Life questionnaire (MG-QOL), Luthans Psychological Capital Questionnaire (PCQ), Multidimensional Scale of Perceived Social Support (MSPSS), and Cohen Perceived Stress Scale (PSS-14). To assess the mediator role of the psychological capital and the perceived social support in the relationshipwith the perceived stress and QOL of the patients with MG, structural equation modeling (SEM) was used. Results: There was a significant negative relationship between the perceived stress and the variables of psychological capital (including hope, resilience, optimism, and self-efficacy), perceived social support dimensions (including support from important people, support from family, and support from friends), and QOL dimensions (including social activity and mental health) (P < 0.01). The results also showed that the perceived social support dimensions (including support from important people, support from family, and support from friends) and the variables of psychological capital (including hope, resilience, optimism, and self-efficacy) had a significant positive relationship with the QOL in patients with MG (P < 0.01). The indirect effect of perceived stress on the QOL through social support and psychological capital was 0.16 and 0.15, respectively, which was statistically significant (P < 0.05). Conclusion: The present study results show that a part of the shared variance between the conceptual circles of the perceived stress and QOL in patients with MG results from variability in the psychological capital and social support.
... Although different employees are likely to have different signature strengthsi.e., their most prominent characteristics that enable them to achieve their personal best performance and that are authentic and energizing to them (Linley & Harrington, 2006;Wood et al., 2011) it benefits both the individual and the organization when employees use their strengths. More specifically, research shows that employee strengths use positively relates to personal growth initiative, goal attainment, and job performance, and negatively relate to stress and sickness absenteeism (Botha & Mostert, 2014;Linley et al., 2010;van Woerkom, Mostert, et al., 2016;Wood et al., 2011). Yet, employees need help to first identify and consequently use their strengths because of their natural inclination to focus on weaknesses rather than strengths, also known as the negativity bias (Rozin & Royzman, 2001). ...
Modern careers are enacted in turbulent and stressful environments and workers face increasing uncertainty in navigating their careers. Therefore, it is essential to support workers in coping with stress by enhancing their resilience. We propose that strengths-based leaders help their workers to find their own unique pathway to developing resilience by building upon their pre-existing strengths. In turn, we propose that resilience allows workers to transform the support and opportunities provided by their strengths-based leader into the active state of work engagement. We conducted a two-wave time-lagged survey among a representative sample of 1,095 Dutch employees. Results of our structural equation modelling indicated that T1 strengths-based leadership was positively related to T2 employee work engagement and that T2 employee resilience mediated the relationship between strengths-based leadership (T1) and employee work engagement (T2). We conclude that strengths-based leadership might be a tool to develop a resilient and engaged workforce and make suggestions for developing strengths-based leadership.
This study extends the media sociology literature on moral judgment by comparing moral orientations among journalists and non-journalistic media professionals as well as attitudinal differences regarding branded content and related perceptions of transparency, disclosure standards, and perceived job autonomy. Based on a survey sample of the Online News Association membership ( n = 226), journalists placed greater emphasis on organizational disclosure standards than non-journalist counterparts, and branded-content producers had less favorable attitudes toward disclosure. Also, perceived disclosure standards of their organizations negatively predicted individuals’ disclosure attitude. Regression modeling showed morally related variables accounted for a small but notable variance in disclosure-related attitudes.
Although the attention for neurodiversity in human resource management (HRM) is growing, neurodivergent individuals are still primarily supported from a deficit‐oriented paradigm, which points towards individuals' deviation from neurotypical norms. Following the HRM process model, our study explored to what extent a strengths‐based HRM approach to the identification, use, and development of strengths of neurodivergent groups is intended, implemented, and perceived in organizations. Thirty participants were interviewed, including HRM professionals ( n = 15), supervisors of neurodivergent employees ( n = 4), and neurodivergent employees ( n = 11). Our findings show that there is significant potential in embracing the strengths‐based approach to promote neurodiversity‐inclusion, for instance with the use of job crafting practices or (awareness) training to promote strengths use. Still, the acknowledgement of neurodivergent individuals' strengths in the workplace depends on the integration of the strengths‐based approach into a supportive framework of HR practices related to strengths identification, use, and development. Here, particular attention should be dedicated to strengths development for neurodivergent employees (e.g., optimally balancing strengths use). By adopting the strengths‐based HRM approach to neurodiversity as a means of challenging the ableist norms of organizations, we add to the HRM literature by contributing to the discussion on how both research and organizations can optimally support an increasingly diverse workforce by focusing on individual strengths.
Background and Objective
The mental health of economically disadvantaged college students in China is notably inferior to that of their non-disadvantaged peers. As such, these students necessitate a broader spectrum of psychological support beyond mere financial assistance. Seligman’s PERMA theory has established a compelling association between social support and positive emotions with subjective well-being. However, there is a scarcity of research focusing on character strengths within this framework, particularly the mechanisms that underlie their relationship. Hence, this study aims to examine the relationship between character strengths and subjective well-being among Chinese impoverished college students, while also delving into the chain mediating roles of perceived social support and positive emotions.
Methods
A convenience sampling method was employed to collect cross-sectional data from impoverished college students. Participants (N=336, Mean age=20.67) were assessed using four instruments: the Chinese Virtues Questionnaire (CVQ-96), the Perceived Social Support Scale (PSSS), the Positive and Negative Affect Scale (PANAS), and the Satisfaction with Life Scale (SWLS).
Results
Character strengths, perceived social support, positive emotions, and subjective well-being were all significantly positively correlated with each other (p<0.01). In addition, regression analysis indicated that character strengths positively predicted perceived social support (β=0.71, p<0.001), positive emotions (β=0.44, p<0.001), and subjective well-being (β=0.52, p<0.001). Perceived social support positively predicted positive emotions (β=0.34, p<0.001), and subjective well-being (β=0.44, p<0.001). Positive emotions positively predicted subjective well-being (β=0.88, p<0.001). Furthermore, chain mediation analysis revealed that character strengths influenced subjective well-being both directly and indirectly through perceived social support and positive emotions.
Conclusion
Perceived social support and positive emotions play a chain mediating role between character strengths and subjective well-being among impoverished college students.
The question of what constitutes the good life has been pondered for millennia. Yet only in the last decades has the study of well-being become a scientific endeavor. This book is based on the idea that we can empirically study quality of life and make cross-society comparisons of subjective well-being (SWB).
A potential problem in studying SWB across societies is that of cultural relativism: if societies have different values, the members of those societies will use different criteria in evaluating the success of their society. By examining, however, such aspects of SWB as whether people believe they are living correctly, whether they enjoy their lives, and whether others important to them believe they are living well, SWB can represent the degree to which people in a society are achieving the values they hold dear.
The contributors analyze SWB in relation to money, age, gender, democracy, and other factors. Among the interesting findings is that although wealthy nations are on average happier than poor ones, people do not get happier as a wealthy nation grows wealthier.
Bradford Books imprint
In the short time since the publication of the Handbook of Positive Psychology, research results on the psychology of human strengths have proliferated. However, no major volume has documented the methods and theory used to achieve these results. Oxford Handbook of Methods in Positive Psychology fills this need, providing a broad overview of diverse contemporary methods in positive psychology. With contributions from both leading scholars and promising young investigators, the handbook serves to illuminate and, at times, challenge traditional approaches. Incorporating multiple levels of analysis, from biology to culture, the contributors present state-of-the-art techniques, including those for estimating variability and change at the level of the individual, identifying reliability of measurements within and across individuals, and separating individual differences in growth from aspects of phenomena that exhibit shorter-term variability over time. The volume covers such topics as wisdom, health, hope, resilience, religion, relationships, emotions, well-being, character strengths, and laughter. It enhances our understanding of the balance between human deficits and strengths and demonstrated their connections to other problems. Oxford Handbook of Methods in Positive Psychology will be the essential reference for methods in positive psychology.
Dysfunctional personality characteristics can derail the career of an otherwise competent executive. Personality predicts both leadership effectiveness and derailment, and assessment of these characteristics is critical for effective coaching and leader development. This paper reviews the relationship between personality and leadership and offers a taxonomy of flawed interpersonal strategies that can degrade a leader’s capacity to build and maintain high-performing teams. Assessment of these dysfunctional dispositions facilitates the coach’s ability to build an effective coaching relationship, enhance the executive’s strategic self-awareness, and identify appropriate targets and strategies for intervention.
This paper describes a five-day intensive leadership coaching course that was recently introduced as an Advanced Topic in Management within the Master of Business Administration (MBA) program offered by The University of Western Australia (UWA) Business School. The unit was designed specifically for those students nearing the completion of their MBA studies and curious about coaching and its ability to bring about individual and organisational transformation. In addition to summarising the course outline, including learning outcomes, teaching and learning strategies, unit delivery and means of assessment, both qualitative and quantitative course evaluation feedback data from students enrolled in 2007 (N=40) and 2008 (N=40) are presented. Results indicated that leadership coaching students expressed a strengthened belief in their coaching skills in response to taking the unit.
Coaching focuses both on facilitating goal attainment and enhancing well-being. Yet there has been little work on developing models that integrate mental health/illness issues with goalstriving. This is important because many distinctions between coaching and therapy have been based on the supposed differing levels of psychopathology in clinical, counselling and coaching populations. However, research suggests that some coaching clients have high levels of depression, anxiety or stress, and there is recent evidence that coaching clients who voluntarily seek life coaching tend to have higher levels of psychopathology than individuals who undertake coaching as part of a workplace coaching program. These findings underscore the importance of coaches having a sophisticated understanding of the issues related to coaching and mental health. Drawing on recent languishing-flourishing work in the area of positive psychology this paper presents a new provisional model of goal striving and mental health/mental illness with two key dimensions: (i) mental health-illness; and (ii) intentional goal striving (high or low). The languishing section of the model represents individuals who are have low levels of psychological or subjective well-being but do not have elevated levels of depression, anxiety or stress. The acquiescent section is where individuals have good levels of mental health and but have low levels of intentional goal striving. The flourishing section is where individuals have high levels of mental health and are actively engaging in high levels of intentional goal striving. The model also delineates a distressed but functional client group who have high levels of intentional goal striving, but significant levels of psychopathology, and distinguishes those from clients with major psychopathology but very low levels of intentional goal striving, Recommendations are made for future coaching research and practice.
Positive psychology and coaching psychology share a number of common themes and fundamental assumptions. Blending positive psychology, strengths approaches and coaching psychology, our work in strengths coaching with leaders enhances both leadership and organisational capability. In this article, we explore the role of leaders as climate engineers and provide a brief history of strengths approaches, together with definitions of what we mean by strengths and strengths coaching, and how we use these in practice. We introduce the integrative Realise2 model of strengths and weaknesses which distinguishes between the six areas of realised strengths, unrealised strengths, regular learned behaviours, infrequent learned behaviours, exposed weaknesses, and unexposed weaknesses, before going on to demonstrate how leaders can make weaknesses irrelevant through role shaping, complementary partnering, strengths-based team-working or personal development. We examine the golden mean of strengths use, looking at strengths both overplayed and underplayed, before concluding with a view on the benefits of strengths coaching for both leadership and organisational capability. The Appendix provides 10 summary points in a strengths coaching checklist for leaders.
Adolescents' beliefs in their personal control affects their psychological well-being and the direction their lives take. Self-Efficacy in Changing Societies analyzes the diverse ways in which beliefs of personal efficacy operate within a network of sociocultural influences to shape life paths. The chapters, by internationally known experts, cover such concepts as infancy and personal agency, competency through the life span, the role of family, and cross-cultural factors.
