Klibert Jeffrey, Simpson Michaela, Weiss Brandon, Yancey C Thresa, Pritulsky Calla, Luna Amy, Houseman Hayley, Samawi Hani
Department of Psychology, Jing-Ping Hsu College of Public Health, Georgia Southern University, Statesboro, GA, United States.
Department of Psychiatry, Mount Sinai Hospital, New York, NY, United States.
Front Psychol. 2023 Jul 27;14:1179052. doi: 10.3389/fpsyg.2023.1179052. eCollection 2023.
The study's objective was to evaluate whether a qualitative, collaborative, and multimethod assessment protocol increased reports of character strength interest, knowledge, and perceived skills.
Thirty-two participants completed three phases of data collection. Participants were first screened for well-being, which was used as an auxiliary covariate to order participants into experimental conditions. Selected participants were randomly assigned to a control or collaborative and multimethod assessment (card sort × qualitative interview) condition. Participants completed pre- and post-measures of strength interest, knowledge, and perceived skill. In the final phase, second phase participants were invited to report on strength-related outcomes 24 h post-administration using an online survey.
A series of 2 (Assessment Condition) × 3 (Time) mixed ANOVAs were analyzed. Results revealed a significant assessment condition by time interaction for strength knowledge and perceived skill. Participants in the collaborative and multimethod assessment condition reported higher strength knowledge and perceived skills compared to control participants. These effects were maintained for 24 h.
The findings offer preliminary yet sizable support for using collaborative and multimethod assessment procedures to increase strength knowledge and perceived skill. Because of the qualitative, collaborative, and individualized nature of our assessment protocol, the findings offer a low-cost and contextually bound pathway to increase strength-based outcomes.
本研究的目的是评估定性、协作式和多方法评估方案是否能增加性格优势兴趣、知识及感知技能的报告。
32名参与者完成了三个阶段的数据收集。首先对参与者的幸福感进行筛查，将其作为辅助协变量以便将参与者分组到不同的实验条件中。选定的参与者被随机分配到对照组或协作式多方法评估组（卡片分类×定性访谈）。参与者完成了性格优势兴趣、知识及感知技能的前后测。在最后阶段，邀请第二阶段的参与者在评估后24小时通过在线调查汇报与性格优势相关的结果。
分析了一系列2（评估条件）×3（时间）的混合方差分析。结果显示，在性格优势知识和感知技能方面，评估条件与时间存在显著的交互作用。与对照组参与者相比，协作式多方法评估组的参与者报告了更高的性格优势知识和感知技能。这些效果持续了24小时。
研究结果为使用协作式多方法评估程序来增加性格优势知识和感知技能提供了初步但可观的支持。由于我们评估方案的定性、协作和个性化性质，研究结果提供了一条低成本且与情境相关的途径来增加基于性格优势的结果。
