Antecedents of Character Strengths in Children Aged 10–12: A Multi-Informant Qualitative Content Analysis
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Objective: This study aimed to identify perceived antecedents of character strengths among children aged 10–12 in Borazjan, Bushehr Province, Iran.
Methods and Materials: This exploratory qualitative study used manifest and latent qualitative content analysis. Participants included eight child–parent–teacher triads from non-profit primary schools, comprising 8 children aged 10–12, 8 parents, and 8 teachers. Participants were selected through purposeful sampling. Semi-structured interviews were conducted in the school counseling room, audio-recorded, transcribed verbatim, and analyzed using MAXQDA-2020. Data analysis included meaning-unit identification, condensation, coding, category development, and latent interpretation. Of 27 reviewed interviews, 24 were included in the final analysis after exclusion of three interviews due to insufficient parent or teacher cooperation. Seven interviews, approximately 30% of the dataset and representing children, parents, and teachers, were independently coded by two researchers. Trustworthiness was supported through triangulation, peer debriefing, member checking, an audit trail, and consensus-based coding.
Findings: Four main antecedent domains and 23 initial codes were identified: Enjoyment of Learning, Constructive Environmental Resources, Psychological Capital, and Significant Others. Enjoyment of Learning included general knowledge, successful learning, school-based strength expression, and desire to keep others happy. Constructive Environmental Resources involved learning resources, communication, competition, help-seeking, calmness, and enabling conditions. Psychological Capital reflected acceptance of differences, acceptance of mistakes, goal orientation, acceptance of failure, and encouragement. Significant Others included parents, teachers, peers, and close individuals through modeling, support, reinforcement, relational safety, and conflict repair.
Conclusion: Children’s character strengths were perceived as context-sensitive capacities shaped by learning experiences, environmental resources, psychological capital, and significant relationships.
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