Imura Tomoya, Aoki Tazuko, Takahashi Tomoko, Nonaka Yoichiro, Yamada Tsuyoshi
Department of Science of Early Childhood Care and Education, Seika Women's Junior College, Minamihachiman-machi, Hakata-ku, Fukuoka 812-0886, Japan.
Shinrigaku Kenkyu. 2013 Aug;84(3):247-55. doi: 10.4992/jjpsy.84.247.
Character education in the US aims to establish good habits corresponding to good character. The purpose of this study was to determine the structure of character strengths and the relations among these strengths and wellbeing in Japanese children and youth. Peterson and Seligman (2004) developed a classification of character strengths called VIA-IS. We thought, however, that VIA-IS had too many items to use with school children. We selected 15 categories and developed a questionnaire for Japanese children and youth. Fourth to eighth grade students (N = 1,351) answered questionnaires in Study 1. We found four categories of character strengths, each of which consisted of 25 items: perseverance-honesty, courage-ideas, compassion-gratitude, and fairness-care. These categories were very similar to previous research findings which simplified the categories. In Study 2, we found a positive relationship among four categories of character strengths and well-being, which we called the hope scale, life satisfaction scale, subjective happiness scale, and social support scale. We discussed what additional research was needed for establishing good habits using our categories with children and youth in schools.
美国的品格教育旨在培养与良好品格相符的良好习惯。本研究的目的是确定日本儿童和青少年的品格优势结构以及这些优势与幸福感之间的关系。彼得森和塞利格曼（2004年）开发了一种名为VIA-IS的品格优势分类法。然而，我们认为VIA-IS的项目过多，不适用于在校儿童。我们选取了15个类别，并为日本儿童和青少年编制了一份问卷。在研究1中，四至八年级的学生（N = 1351）回答了问卷。我们发现了四类品格优势，每类由25个项目组成：毅力-诚实、勇气-想法、同情-感恩和公平-关怀。这些类别与之前简化类别的研究结果非常相似。在研究2中，我们发现四类品格优势与幸福感之间存在正相关关系，我们将幸福感称为希望量表、生活满意度量表、主观幸福感量表和社会支持量表。我们讨论了为在学校中使用我们的类别与儿童和青少年建立良好习惯还需要进行哪些额外的研究。
