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dc.creatorVillacís-Nieto, J.L. (Jorge Luis)-
dc.creatorFuente-Arias, J. (Jesus) de la-
dc.creatorNaval, C. (Concepción)-
dc.date.accessioned2021-08-10T06:26:56Z-
dc.date.available2021-08-10T06:26:56Z-
dc.date.issued2021-
dc.identifier.citationVillacís-Nieto, J.L. (Jorge Luis); Fuente-Arias, J. (Jesus) de la; Naval, C. (Concepción). "Good character at college: the combined role of second-order character strength factors and phronesis motivation in undergraduate academic outcomes". International Journal of Environmental Research and Public Health. (18), 2021, 826es
dc.identifier.issn1660-4601-
dc.identifier.urihttps://hdl.handle.net/10171/61232-
dc.description.abstractA renewed interest in the study of character and virtue has recently emerged in the fields of Education and Psychology. The latest research has confirmed the association between virtuous consistent behaviours and academic positive outcomes. However, the motivational dimension of character (the intentions underlying the patterns of observed behaviours) has received little attention. This research aims to extend the knowledge on this topic by examining the predictive relationships between the behavioural and motivational dimensions of character, with reference to academic engagement, career self-doubt and performance of Spanish university students. A total of 183 under- graduates aged 18–30 (142 of whom were women) from the north of Spain completed specific parts of self-report questionnaires, including the Values in Action VIA-72, a Spanish translated and validated version of the Moral Self-Relevance Measure MSR, and the Utrecht Work Engagement Student Scale UWES-S9. The collected data were analysed using Structural Equation Modelling. The behavioural dimension of character (character strength factors of caring, self-control and inquisitiveness) showed positive associations with academic engagement and performance. The motivational dimension of character (phronesis motivation), was negatively related to career self-doubt. For the first time, the present study has provided support for the contribution of both dimensions of character to undergraduate academic outcomes.es_ES
dc.description.sponsorshipThis research was funded by R&D Project PGC2018-094672-B-I00, University of Navarra (Ministry of Science and Education, Spain); R&D Project AL18-SEJ-DO31-A-FEDER, University of Almería (European Social Fund); and the Character, Education and Citizenship Research Group (GIECC) of the University of Navarra.es_ES
dc.language.isoenges_ES
dc.publisherMDPIes_ES
dc.rightsinfo:eu-repo/semantics/openAccesses_ES
dc.subjectMaterias Investigacion::Educaciónes_ES
dc.subjectMaterias Investigacion::Ciencias de la Salud::Psiquiatría y psicologíaes_ES
dc.subjectPositive psychologyes_ES
dc.subjectMoral developmentes_ES
dc.subjectPractical wisdomes_ES
dc.subjectSchool-work transitiones_ES
dc.titleGood character at college: the combined role of second-order character strength factors and phronesis motivation in undergraduate academic outcomeses_ES
dc.typeinfo:eu-repo/semantics/articlees_ES
dc.description.noteThis article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https:// creativecommons.org/licenses/by/ 4.0/)es_ES
dc.identifier.doi10.3390/ijerph18168263-
dadun.citation.number18es_ES
dadun.citation.publicationNameInternational Journal of Environmental Research and Public Healthes_ES
dadun.citation.startingPage826es_ES

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