品格优势及其影响结果

doi:10.3724/SP.J.1042.2018.02180

摘要/Abstract

摘要：

品格优势是积极心理学中的一个核心概念, 具体指通过认知、情感和行为反映出来的一组积极人格特质, 也是促进个体身心健康与幸福感, 缓解抑郁与压力的良好资源。通过实验干预等方法的研究表明, 品格优势对个体(积极体验、身心健康、员工创造力、工作呼唤)和组织(工作绩效、领导力、组织有效性)均能产生积极的影响。不过, 目前品格优势与积极构念的关系研究较多, 而品格优势要素之间及其与才干优势之间的关系研究很少, 研究方法也较为单一。未来研究应重点关注以上问题。

关键词: 品格优势, 积极心理学, 美德, 实验干预法

Abstract:

Character strengths are central concepts in positive psychology, referring to a set of positive individual traits reflected by thoughts, feelings and behaviors. Additionally, they are good resources for promoting physical health, mental health and well-being, as well as relieving depression and stress. The researches using experimental intervention have suggested that character strengths have a positive influence on both individual level (i.e., positive experiences, physical and mental health, employee creativity and calling) and organizational level (i.e., job performance, leadership, organizational effectiveness, etc.). However, there are many literatures on the relationship between character strengths and positive constructs, but few on the relationship between character strengths, and their relationship with talents. Similarly, the research methods are relatively lack of richness. So future efforts should be paid to such issues.

Key words: character strengths, positive psychology, virtues, experimental intervention

中图分类号:

B848

刘美玲, 田喜洲, 郭小东. (2018). 品格优势及其影响结果. 心理科学进展 , 26(12), 2180-2191.

LIU Meiling, TIAN Xizhou, GUO Xiaodong. (2018). Character strengths and their consequences. Advances in Psychological Science, 26(12), 2180-2191.

图/表 2

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作者	干预方式/群体/内容	干预设计	干预结果
李婷婷, 刘晓明(2016)	课程干预, 使大学生发现并运用品格优势	干预前/后, 干预完成6周, 进行开放式访谈并测试	积极认知/情感/行为显著提升
Harzer, Ruch (2015)	网上培训, 使成人识别并在工作中运用显著优势	干预前/后, 干预完成1/6个月后测试	工作呼唤、生活满意度提升
Proyer, Gander, 等(2015); Gande, Proyer等(2013)	自我管理; 使成人/老人识别并运用品格优势	干预前/后, 干预完成1/3/6个月后完成在线测量并反馈	幸福感增加, 抑郁感降低
Duan, Ho, 等(2014)	选修课程干预, 使本科生运用显著优势	干预前/干预完成9/18周测试	生活满意度增加
Proctor, Tsukayama, 等(2011)	课程干预, 帮小学生培养并发现新的品格优势	干预前, 干预6个月后完成访谈	生活满意度、幸福感增加
Proctor, Maltby等(2011)	干预练习, 使大学生运用品格优势	干预3/6个月后测试	自尊心、自我效能感增加
Mitchell等(2009); Seligman等(2005)	自我管理; 使成人识别并运用显著优势	干预前/后, 干预完成1周/1/3/6个月后测试	幸福感增加, 抑郁感降低

作者	干预方式/群体/内容	干预设计	干预结果
李婷婷, 刘晓明(2016)	课程干预, 使大学生发现并运用品格优势	干预前/后, 干预完成6周, 进行开放式访谈并测试	积极认知/情感/行为显著提升
Harzer, Ruch (2015)	网上培训, 使成人识别并在工作中运用显著优势	干预前/后, 干预完成1/6个月后测试	工作呼唤、生活满意度提升
Proyer, Gander, 等(2015); Gande, Proyer等(2013)	自我管理; 使成人/老人识别并运用品格优势	干预前/后, 干预完成1/3/6个月后完成在线测量并反馈	幸福感增加, 抑郁感降低
Duan, Ho, 等(2014)	选修课程干预, 使本科生运用显著优势	干预前/干预完成9/18周测试	生活满意度增加
Proctor, Tsukayama, 等(2011)	课程干预, 帮小学生培养并发现新的品格优势	干预前, 干预6个月后完成访谈	生活满意度、幸福感增加
Proctor, Maltby等(2011)	干预练习, 使大学生运用品格优势	干预3/6个月后测试	自尊心、自我效能感增加
Mitchell等(2009); Seligman等(2005)	自我管理; 使成人识别并运用显著优势	干预前/后, 干预完成1周/1/3/6个月后测试	幸福感增加, 抑郁感降低

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