Character Strengths In Children's Literature: Narrative Theme Versus Vocabulary
Presenter Type
UNO Undergraduate Student
Major/Field of Study
Psychology
Other
B.S. Psychology
Advisor Information
Lisa Scherer, PhD
Location
CEC RM #201/205/209
Presentation Type
Poster
Poster Size
48X48
Start Date
22-3-2024 2:30 PM
End Date
22-3-2024 3:45 PM
Abstract
Positive psychologists have identified 24 character strengths that every human possesses to a certain degree. Each of the character strengths falls within one of six broad virtue categories: wisdom, courage, humanity, justice, temperance, and transcendence. Research on positive psychology intervention has suggested that people who are aware of their strengths, regularly use their strengths, and engage in gratitude and reflection of their strengths have increased happiness and overall well-being, compared to those who do not. Recent studies that have examined the impact of character strengths and individual wellbeing have focused primarily on adult and adolescent populations, not children. Some studies have examined various techniques for developing strengths in adolescents through positive education programs or through scholarly meetings, courses, and intervention exercises. Although these studies provide valuable insight, they lack information on how to appropriately assess or develop character strengths in children. UNO's Positive Psychology, Arts, and Humanities (PPAH) Lab is investigating whether reading literature that embodies the 24 character strengths increases children's knowledge and use of strengths and their overall well-being. This study aims to investigate what criteria is needed to establish the validity of character strengths in children's books, before the literature can be used as a tool to enhance character strengths in children. This study will determine whether having the character strength “word” (i.e. curiosity, bravery, kindness, fairness, forgiveness, hope, etc.) explicitly stated in the children’s book confers an advantage in understanding that character strength over children’s books that demonstrate the strength, but do not explicitly state the character strength “word”. For this study, undergraduate and graduate student participants read six children's book scripts (Book 1 = curiosity, Book 2 = bravery, Book 3 = kindness, Book 4 = fairness, Book 5 = forgiveness, Book 6 = hope) from one of the following two conditions: narrative theme or vocabulary. Participants then answered two reading comprehension questions and one strength judgment question for each book. Based on the PPAH Lab's preliminary studies, I hypothesized that participants in the vocabulary condition will have a greater accuracy in strength value judgement (will categorize more books in the correct character strength) than the narrative theme condition. This hypothesis was supported by the study’s results, however, this result was qualified by an interaction of the strengths’ conditions. Findings from this study will inform future research and provide a framework for selecting literature to enhance character strengths in children.
Character Strengths In Children's Literature: Narrative Theme Versus Vocabulary
CEC RM #201/205/209
Positive psychologists have identified 24 character strengths that every human possesses to a certain degree. Each of the character strengths falls within one of six broad virtue categories: wisdom, courage, humanity, justice, temperance, and transcendence. Research on positive psychology intervention has suggested that people who are aware of their strengths, regularly use their strengths, and engage in gratitude and reflection of their strengths have increased happiness and overall well-being, compared to those who do not. Recent studies that have examined the impact of character strengths and individual wellbeing have focused primarily on adult and adolescent populations, not children. Some studies have examined various techniques for developing strengths in adolescents through positive education programs or through scholarly meetings, courses, and intervention exercises. Although these studies provide valuable insight, they lack information on how to appropriately assess or develop character strengths in children. UNO's Positive Psychology, Arts, and Humanities (PPAH) Lab is investigating whether reading literature that embodies the 24 character strengths increases children's knowledge and use of strengths and their overall well-being. This study aims to investigate what criteria is needed to establish the validity of character strengths in children's books, before the literature can be used as a tool to enhance character strengths in children. This study will determine whether having the character strength “word” (i.e. curiosity, bravery, kindness, fairness, forgiveness, hope, etc.) explicitly stated in the children’s book confers an advantage in understanding that character strength over children’s books that demonstrate the strength, but do not explicitly state the character strength “word”. For this study, undergraduate and graduate student participants read six children's book scripts (Book 1 = curiosity, Book 2 = bravery, Book 3 = kindness, Book 4 = fairness, Book 5 = forgiveness, Book 6 = hope) from one of the following two conditions: narrative theme or vocabulary. Participants then answered two reading comprehension questions and one strength judgment question for each book. Based on the PPAH Lab's preliminary studies, I hypothesized that participants in the vocabulary condition will have a greater accuracy in strength value judgement (will categorize more books in the correct character strength) than the narrative theme condition. This hypothesis was supported by the study’s results, however, this result was qualified by an interaction of the strengths’ conditions. Findings from this study will inform future research and provide a framework for selecting literature to enhance character strengths in children.