Journal of Happiness Studies

, Volume 14, Issue 4, pp 1163–1181 | Cite as

Middle School Transition from the Strengths Perspective: Young Adolescents’ Character Strengths, Subjective Well-Being, and School Adjustment

  • Anat ShoshaniEmail author
  • Michelle Slone
Research Paper


The study examined the longitudinal associations of adolescents’ character strengths with subjective well-being and school adjustment during the pivotal period of the transition to middle school. The study followed 417 students and 13 teachers from four public middle schools in the center of Israel during seventh and eighth grade. Students completed questionnaires about their character strengths, life satisfaction, and positive and negative affects. Students’ school adjustment was measured through grade point average and questionnaires given to the students’ teachers. Findings provided extensive support for the associations among character strengths, subjective well-being (SWB), and middle school adjustment. Intellectual and temperance strengths were central in the prediction of students’ school performance and achievements. Interpersonal strengths were significantly related to social functioning at school. Temperance and transcendence strengths were robust positive predictors of students’ SWB. The findings extend existing knowledge about character and its relation to optimal functioning and well-being among young adolescents, and have important practical implications for applying strengths-building practices at middle schools.


School Transition Adjustment Strengths Well-being Adolescents 


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Copyright information

© Springer Science+Business Media B.V. 2012

Authors and Affiliations

  1. 1.School of PsychologyInterdisciplinary Center (IDC) HerzliyaHerzliyaIsrael
  2. 2.School of Psychological SciencesTel Aviv UniversityTel AvivIsrael

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