The DOI matches its Crossref record; 17 of the 19 references it cites were found in a registry or an index; 1 of the 22 sources its claims cite were checked for support.
The Principles of Strengths-Based Education
Open accessAbstract
This article details the principles of strengths-based education, highlighting how identifying and capitalizing on student strengths enhances educational outcomes.
Overview
Integrity signals
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Cites
Statistics
Verification
Claims the paper makes
20 Own interpretation · 9 Sources not found · 6 No full text of the sources · 1 Partly supported · 1 Not checked yet · accuracy not yet measured
In the paper
“By augmenting the existing data with data from measures of human strengths and other positive variables, educators can develop a more detailed and complex picture of academic success, its determinants, and its long-term benefits (Lopez, 2004).”
§ The Principles of Strengths-Based Education > The Definition and Practice of Strengths-Based Education
What the sources say
- Not matchedcites Lopez, 2004
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Rests on an assumption: Strengths and other positive variables such as hope, engagement, and well-being can now be measured reliably.
- Not matched
None of the sources cited for this claim could be matched to a paper in Crossref, so there is nothing to check it against.
In the paper
“Although there are several measures that may be used to identify positive individual qualities, the most widely used assessment on campuses today is the Clifton StrengthsFinder”
§ The Principles of Strengths-Based Education > The Definition and Practice of Strengths-Based Education
What the sources say
- Not matchedcites Gallup, 1999
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not matchedcites Clifton, Anderson, & Schreiner, 2006
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Rests on an assumption: Most postsecondary institutions adopting a strengths-based model begin by administering the Clifton StrengthsFinder.
- Not matched
In the paper
“Hurlock's (1925) seminal work highlighted the finding that praise of students' work has a more powerful effect on performance than criticism of students' efforts.”
§ The Principles of Strengths-Based Education > Abstract
What the sources say
- Not checked — no full text of the sourcecites Hurlock (1925) source
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
In the paper
““Strengths develop best in response to other human beings” (Clifton & Nelson, 1992, p. 124).”
§ The Principles of Strengths-Based Education > The Definition and Practice of Strengths-Based Education
What the sources say
- Not checked — no full text of the sourcecites Clifton & Nelson, 1992
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- The authors state this as an assumption: Building on one's best qualities is likely to yield greater success than investing comparable effort in overcoming weaknesses.
None of the sources cited for this claim have been checked yet.
In the paper
“A strengths-based approach to working with students can be highly individualized, including efforts to personalize the learning experience (Gallup, 2003) by encouraging students to set goals based on their strengths and helping them to apply their strengths in novel ways”
§ The Principles of Strengths-Based Education > The Definition and Practice of Strengths-Based Education
What the sources say
- Not matchedcites Gallup, 2003
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not matchedcites Cantwell, 2005
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not checked — no full text of the sourcecites Louis, 2008
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- The authors state this as an assumption: Building on one's best qualities is likely to yield greater success than investing comparable effort in overcoming weaknesses.
- Not matched
None of the sources cited for this claim could be matched to a paper in Crossref, so there is nothing to check it against.
In the paper
“Achievement tests (Carey, 2004; U.S. DOE, 2004) and behavioral reports often shape perceptions of good students and effective schools more than any other type of assessment.”
§ The Principles of Strengths-Based Education > The Definition and Practice of Strengths-Based Education
What the sources say
- Not matchedcites Carey, 2004
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not matchedcites U.S. DOE, 2004
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Rests on an assumption: Educational institutions have long prized achievement and related behaviors, but raising achievement, attendance, and retention has been difficult.
- Not matched
In the paper
“Bowers (2009) heard the declaration “I have many supports in my life” repeatedly when interviewing college students who were nominated as the best at making the most of their strengths.”
§ The Principles of Strengths-Based Education > The Definition and Practice of Strengths-Based Education
What the sources say
- Not matchedcites Bowers (2009)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In the context of close relationships, the strengths of others may be leveraged to manage personal weaknesses.”
§ The Principles of Strengths-Based Education > The Definition and Practice of Strengths-Based Education
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
In the paper
“The importance of including messages within strengths-based approaches related to seeking new experiences and applying effort is most apparent when considered within the context of research which suggests that students' implicit self-theories, or beliefs about the degree to which their personal abilities are malleable, exert profound effects on behavior within educational environments (Dweck & Mol”
§ The Principles of Strengths-Based Education > Principle 4: Deliberate application of strengths within and outside of the classroom fosters development and integration of new behaviors associated with positive outcomes.
What the sources say
- Not matchedcites Dweck & Molden, 2005
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
hedgedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Creating opportunities for students to choose assignment types that allow them to leverage their unique strengths provides practice in selecting activities that will bring out their best.”
§ The Principles of Strengths-Based Education > Principle 4: Deliberate application of strengths within and outside of the classroom fosters development and integration of new behaviors associated with positive outcomes.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- It may state two separate claims as one. 11
- Probably not a substantial claim. 16
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“Counterintuitively, highlighting a student's positive traits or innate abilities actually can undermine future performance because affirming students' traits alone not only leads to a fixed mindset, but also to an ultimate decline in motivation if students are not also taught to be mindful of the importance of effort in producing positive outcomes (Mueller & Dweck, 1998).”
§ The Principles of Strengths-Based Education > Principle 4: Deliberate application of strengths within and outside of the classroom fosters development and integration of new behaviors associated with positive outcomes.
What the sources say
- Partly supportedcites Mueller & Dweck, 1998 sourceExperimental — accuracy not yet measured
The paper’s opening summary (page unavailable) reports that fifth graders praised for intelligence, compared with those praised for effort, showed worse motivation and performance after failure and were more likely to view intelligence as fixed. The Implications and Future Research section recommends praising effort or work strategies instead of ability. The study does not establish that teaching the importance of effort alongside trait praise prevents the decline, and its findings about intelligence praise do not directly cover positive traits generally. (LLM, conf=0.84)
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Partly supported
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Through individualization efforts, educators (a) highlight unique student qualities and goals that make academic and social pursuits more successful and (b) provide feedback on the use of these qualities and on their role in the successful pursuit of meaningful goals.”
§ The Principles of Strengths-Based Education > The Definition and Practice of Strengths-Based Education
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may state two separate claims as one.
In the paper
“These mutual goals direct attention and effort, serve an energizing function, contribute to persistence, and spark action indirectly by leading to interests, discoveries, and use of knowledge, strategies, and skills (Locke & Latham, 2002).”
§ The Principles of Strengths-Based Education > The Definition and Practice of Strengths-Based Education
What the sources say
- Not checked — no full text of the sourcecites Locke & Latham, 2002 source
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Educators who capitalize on their strengths daily help students do what they do best by developing a strengthsbased approach to education.”
§ The Principles of Strengths-Based Education > Abstract
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds.
- Rests on an assumption: Performing at one's best produces high engagement and productivity.
In the paper
“Available in more than 20 languages, the instrument has been taken by over 500,000 students and 4 million people worldwide (Mark Pogue, personal communication, March 16, 2009).”
§ The Principles of Strengths-Based Education > The Definition and Practice of Strengths-Based Education
What the sources say
- Not matchedcites Mark Pogue, personal communication, March 16, 2009
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plainn = 4- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“This undertaking requires more than an innovative application of strengths in existing settings, but demands engagement in new experiences designed to expand personal strengths.”
§ The Principles of Strengths-Based Education > Principle 4: Deliberate application of strengths within and outside of the classroom fosters development and integration of new behaviors associated with positive outcomes.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Educators who know their own strengths catalyze the strengths development process for students, whereby the educator directs the student to complete strengths measures and provides individualized attention.”
§ The Principles of Strengths-Based Education > The Principles in Action
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“By building strengths collaboratives, two individuals (or a larger group of people) can bring their best talents to projects while filling the gaps by sharing personal resources.”
§ The Principles of Strengths-Based Education > The Definition and Practice of Strengths-Based Education
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“As students discover their own strengths, they can share that new information and also work to think of other people in terms of their strengths.”
§ The Principles of Strengths-Based Education > The Definition and Practice of Strengths-Based Education
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In effective strengths-based models, educators use strengths to help others achieve excellence and to move beyond an individual focus to a more relational perspective.”
§ The Principles of Strengths-Based Education > The Definition and Practice of Strengths-Based Education
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“One interpretation of this discovery is that high levels of social support are associated with the ability to become adept at using personal strengths.”
§ The Principles of Strengths-Based Education > The Definition and Practice of Strengths-Based Education
hedgedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Educators are responsible for their own networking, deliberate application, and intentional development, but results are best when colleagues support strengths development within the campus community at large.”
§ The Principles of Strengths-Based Education > The Principles in Action
plainconditional- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it. The paper may give no reason why it holds. It may state two separate claims as one.
In the paper
“In contrast, students with a growth mindset adhere to the belief that personal abilities are responsive to developmental efforts (Dweck, 1999); such students often view the exertion of effort as a prerequisite for developing their abilities and therefore as something to be embraced.”
§ The Principles of Strengths-Based Education > Principle 4: Deliberate application of strengths within and outside of the classroom fosters development and integration of new behaviors associated with positive outcomes.
What the sources say
- Not matchedcites Dweck, 1999
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“When educators are mindful of students' strengths, they can help students to become empowered while strengthening the mentoring relationship.”
§ The Principles of Strengths-Based Education > The Definition and Practice of Strengths-Based Education
plainconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“A shift away from brief strengths interventions occurring within a single class or programmatic area of an institution to coordinated cross-departmental initiatives would better account for students' developmental needs and goals at various stages of their collegiate experience.”
§ The Principles of Strengths-Based Education > Principle 4: Deliberate application of strengths within and outside of the classroom fosters development and integration of new behaviors associated with positive outcomes.
hedgeddirect- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“This final principle builds upon the others by suggesting that if students are to maximize their strengths, they will need to cultivate the discipline of proactively seeking new experiences that will expose them to information, resources, or opportunities to heighten their skills and knowledge about how to mobilize their strengths most effectively.”
§ The Principles of Strengths-Based Education > Principle 4: Deliberate application of strengths within and outside of the classroom fosters development and integration of new behaviors associated with positive outcomes.
hedgeddirect- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence.
In the paper
“Students with a fixed mindset believe that personal attributes are constant, traitlike qualities that are not largely amenable to change efforts; students with a fixed mindset frequently believe that hard work reveals a lack of innate ability and therefore are more likely to eschew tasks that require prolonged effort (Blackwell, Trzesniewski, & Dweck, 2007).”
§ The Principles of Strengths-Based Education > Principle 4: Deliberate application of strengths within and outside of the classroom fosters development and integration of new behaviors associated with positive outcomes.
What the sources say
- Not checked — no full text of the sourcecites Blackwell, Trzesniewski, & Dweck, 2007 source
hedgedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“A focus on the deliberate application of strengths within the classroom shapes the behaviors of educators and students and the nature of education in several notable ways.”
§ The Principles of Strengths-Based Education > Principle 4: Deliberate application of strengths within and outside of the classroom fosters development and integration of new behaviors associated with positive outcomes.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“One or more educators are then equipped to guide students through networking, application, and development, applying concerted effort over time to integrate strengths-based practices.”
§ The Principles of Strengths-Based Education > The Principles in Action
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“As relational connections grow with the help of social networking, strengths-based education and development could blossom within new relationships and long-term, high quality relationships.”
§ The Principles of Strengths-Based Education > The Definition and Practice of Strengths-Based Education
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it.
In the paper
“Educators must frame strengths-based approaches as a part of a developmental process that requires intentionality and effort, because merely to identify and affirm talent may inadvertently encourage students to adopt a fixed mindset and to embrace the unrealistic expectation that the mere presence of personal talents is sufficient to navigate the challenges they will encounter in the college”
§ The Principles of Strengths-Based Education > Principle 4: Deliberate application of strengths within and outside of the classroom fosters development and integration of new behaviors associated with positive outcomes.
What the sources say
- Not matchedcites Louis, 2008
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Intentionality also requires that educators approach strengths-based education from a developmental perspective, conceptualizing strengths not as static traits but as dynamic qualities that can be developed over time.”
§ The Principles of Strengths-Based Education > Principle 4: Deliberate application of strengths within and outside of the classroom fosters development and integration of new behaviors associated with positive outcomes.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence.
The paper relies on this without support.
Performing at one's best produces high engagement and productivity.
“Doing what we do best leads to high levels of engagement and productivity.”
The authors state this as an assumption.
Every person possesses resources that can be used to achieve success in many life domains.
“strengths perspective assumes that every individual has resources that can be mobilized toward success in many areas of life (Anderson, 2000;Saleebey, 2001)”
The authors state this as an assumption.
Building on one's best qualities is likely to yield greater success than investing comparable effort in overcoming weaknesses.
“presupposes that capitalizing on one's best qualities is likely to lead to greater success than would be possible by making a comparable investment of effort into overcoming personal weaknesses or deficiencies (Clifton & Harter, 2003;Clifton & Nelson, 1992).”
The authors state this as an assumption.
All students have potential.
“As noted previously, a foundational assumption of strengths-based education is that potential exists in all students”
The paper relies on this without support.
Educators assess what they value and try to improve what they assess.
“Educators measure what they value, and they work to enhance what they measure.”
The paper relies on this without support.
Educational institutions have long prized achievement and related behaviors, but raising achievement, attendance, and retention has been difficult.
“Those within educational institutions have long valued achievement and its associated behaviors, yet boosting achievement, attendance, and retention has been a challenge.”
The paper relies on this without support.
Strengths and other positive variables such as hope, engagement, and well-being can now be measured reliably.
“Now, strengths and other positive personal variables (e.g., hope, engagement, and well-being) can be measured with confidence.”
The paper relies on this without support.
Most postsecondary institutions adopting a strengths-based model begin by administering the Clifton StrengthsFinder.
“The administration of the Clifton StrengthsFinder is a common first step for most postsecondary institutions seeking to utilize a strengths-based educational model”
Citations
Cites
Ryan, R. M., & Deci, E. L. (2000) · American Psychologist · doi:10.1037//0003-066x.55.1.68 · Cited by 54,599
Building a practically useful theory of goal setting and task motivation: A 35-year odyssey.
Locke, E. A., & Latham, G. P. (2002) · American Psychologist · doi:10.1037/0003-066x.57.9.705 · Cited by 7,766
(1999) · Cited by 6,308
Positive Psychology Progress: Empirical Validation of Interventions.
Seligman, M. E. P., Steen, T. A., Park, N., & Peterson, C. (2005) · American Psychologist · doi:10.1037/0003-066x.60.5.410 · Cited by 5,947
Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007) · Child Development · doi:10.1111/j.1467-8624.2007.00995.x · Cited by 3,784
Chickering, A. W. (1969) · Bibliothèque et Archives nationales du Québec (Québec government) · Cited by 2,667
Aronson, J., Fried, C. B., & Good, C. (2002) · Journal of Experimental Social Psychology · doi:10.1006/jesp.2001.1491 · Cited by 1,889
Praise for intelligence can undermine children's motivation and performance.
Mueller, C. M., & Dweck, C. S. (1998) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.75.1.33 · Cited by 1,709 · cited 1×
“…actually can undermine future performance because affirming students’ traits alone not only leads to a fixed mindset, but also to an ultimate decline in motivation if students are not also taught to be mindful of the importance of effort in producing positive outcomes (Mueller & Dweck, 1998).”
BackgroundPerson versus process praise and criticism: Implications for contingent self-worth and coping.
Kamins, M. L., & Dweck, C. S. (1999) · Developmental Psychology · doi:10.1037/0012-1649.35.3.835 · Cited by 659 · cited 1×
“Brief interventions can influence mindset (Aronson, Fried, & Good, 2002; Kamins & Dweck, 1999).”
BackgroundThe Development of Intelligence in Children.
Binet, A., & Simon, T. (1961) · Appleton-Century-Crofts eBooks · doi:10.1037/11491-008 · Cited by 435
Research works printed but not linked: 9
- [1]1. Anderson, E. C. (2000, February). Affirming students' strengths in the critical years. Paper presented at the National Conference on the First Year Experience, Columbia, SC.
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Cited by
Sorted by citations
Items 101–200 of 239
University Students’ Character Strengths and Their Impact on Quality Education in Higher Education
Mar, T. T., Mandhari, B. R. S. A. A., Hercz, M., & AlGhdani, A. S. (2025) · Education Sciences · doi:10.3390/educsci15101407 · Cited by 4
“This study is grounded in the Positive Education paradigm, which bridges positive psychology and educational practice by emphasizing the development of students’ strengths, well-being, and ethical capacities alongside academic achievement (Seligman et al., 2005; Lopez & Louis, 2009).”
Trudel, S. M., Bray, M. A., McCoach, D. B., Kaufman, J. C., McGrath, R. E., Brunzell, T., & Winter, E. L. (2025) · Contemporary School Psychology · doi:10.1007/s40688-025-00542-x · Cited by 4
“…school climate (Tschannen-Moran & Tschannen-Moran, 2011), build learning capacity (Climie & Mastoras, 2015), foster and strengthen relationships (Lopez & Louis, 2009), provide insight on how to authentically encourage and cultivate engagement (Rashid & Ostermann, 2009), capture a student’s…”
A manifesto for plant science education
Alvey, E., Paterlini, A., Williams, M. E., Cerfonteyn, M. E., Dobbie, S., Dodsworth, S., Dunbar, S. D., Headland, L. R., Kolesnikova, A., Kumar, P., et al. (2025) · Plants People Planet · doi:10.1002/ppp3.70115 · Cited by 3
“Asset-based teaching strategies that allow students to play to their strengths can also increase student engagement (Lopez & Louis, 2009).”
Ngā Whanaketanga: Minimising contradictions and maximising opportunities for teacher learning
Hōhepa, M. K., & Rau, C. (2012) · Waikato journal of education · doi:10.15663/wje.v17i2.16 · Cited by 3
Partnering Evidence-Based Coaching and Positive Psychology
Green, S., & O’Connor, S. (2017) · Springer eBooks · doi:10.1007/978-3-319-56889-8_12 · Cited by 3
Hajdukova, E. B., Winter, L., & McLellan, R. (2017) · Health · doi:10.4236/health.2017.911114 · Cited by 4
“self-esteem of individuals and power communities [59].”
“Howling at the scrabble-board”: exploring classroom literature from an autistic viewpoint
Lawrence, C., Celia, Collyer, E., & Poulson, M. R. A. H. (2020) · English in Education · doi:10.1080/04250494.2020.1801345 · Cited by 4
“…move away from a deficit model of teaching, where teachers focus on students’ weaknesses (Comber and Kalmer 2007) towards a strength model where teachers facilitate and build upon the pupils’ own knowledge, critical thinking skills and allow them to build on their strengths (Lopez and Louis 2009).”
BackgroundTurning Big Data into Informed Action
Ghann, N. (2021) · Palgrave studies in race, inequality and social justice in education · doi:10.1007/978-3-030-65668-3_15 · Cited by 3
People with Special Needs and Career Development Based on Strength
Drobnič, J. (2022) · Center for Educational Policy Studies Journal · doi:10.26529/cepsj.1381 · Cited by 7
Back to basics: in search of social work elements in social work education
Kam, P. K. (2022) · Social Work Education · doi:10.1080/02615479.2022.2142549 · Cited by 3
Comprehensive Social Emotional Learning: Embedding Skill Development Program-Wide
Sabatino, C., & Wiebe, C. (2022) · Springer eBooks · doi:10.1007/978-3-031-10378-0_10 · Cited by 3
Academic Integrity Leadership and Community Building in Canadian Higher Education
Eaton, S. E., Stoesz, B. M., & McKenzie, A. (2024) · Springer international handbooks of education · doi:10.1007/978-3-031-54144-5_171 · Cited by 3
Cognitive Profiles of Gifted Discrepant Readers in Primary Education
Lijbers, K. M., van Viersen, S., van Tilborg, A., & Bakx, A. W. E. A. (2025) · Gifted Child Quarterly · doi:10.1177/00169862251328021 · Cited by 4
“This is in line with the principles of the strength-based approach (Lopez & Louis, 2009) and studies from Baum et al. (2014) and Olenchak (2009).”
WAIKATO JOURNAL OF EDUCATION TE HAUTAKA MĀTAURANGA O WAIKATO
Bell, B. F., Carr, M., Cowie, B., Fraser, D. F. G., Hōhepa, M. K., Moreland, J., Peters, S., Pope, C. C., & Wright, N. (2013) · Cited by 3
Gerhardt, T. (2019) · Higher Education Skills and Work-based Learning · doi:10.1108/heswbl-03-2019-0035 · Cited by 3
Positiivinen pedagogiikka suomalaisessa varhaiskasvatuksessa ja esiopetuksessa
Ranta, S. (2021) · Kasvatus & Aika · doi:10.33350/ka.101598 · Cited by 3
THE POWER OF WAYANG GOLEK (PUPPET SHOW) IN CHARACTER EDUCATION IN SCHOOL
Dahyat, T., Budimansyah, D., & Dahliyana, A. (2020) · PalArch's Journal of Archaeology of Egypt / Egyptology · Cited by 3
Predicting the Presence of Purpose Through the Self-Efficacy Beliefs of One’s Talents
Lane, F., & Schutts, J. W. (2014) · Journal of College and Character · doi:10.1515/jcc-2014-0003 · Cited by 3
Green chemistry as the inspiration for impactful and inclusive teaching strategies
Kennedy, S., & Chapman, R. M. (2019) · Elsevier eBooks · doi:10.1016/b978-0-12-817418-0.00001-2 · Cited by 3
Highlights about Talents Development: The Future of Improving Higher Education Quality
Yousof, S. M., Almohamadi, M. M., Alsouri, M. T., et al. (2023) · The Arab Journal For Quality Assurance In Higher Education · doi:10.20428/ajqahe.v15i52.2065 · Cited by 3
Güçlü Yönler Öz-yeterlik Ölçeğinin Türkçe Versiyonunun Psikometrik Özellikleri
Sarıçam, H., Mert, A., & Çelik, İ. (2019) · Opus uluslararası toplum araştırmaları dergisi · doi:10.26466/opus.587269 · Cited by 3
Different Approaches to Teaching Positive Psychology
Fineburg, A. C., & Monk, A. (2015) · Wiley eBooks · doi:10.1002/9781118996874.ch16 · Cited by 3
Bagula, F. (2016) · doi:10.22371/05.2016.021 · Cited by 3
Turning struggles into strengths: A qualitative exploration of academic difficulty in medical school
McDonald, E., Larkins, S., Turner, R. C., et al. (2026) · Medical Teacher · doi:10.1080/0142159x.2025.2610404 · Cited by 2
“Interview questions were open-ended and framed using a strengths-based lens [22], including prompts such as ‘ Tell me about the journey to where you are now following the episode of academic difficulty, ’ ‘ What did you do to overcome academic difficulty?”
Harris, P. C., Mayes, R. D., & Byrd, J. A. (2026) · Professional School Counseling · doi:10.1177/2156759x261440808 · Cited by 2
Louick, R., & Emery, A. A. (2024) · Learning Disabilities Research and Practice · doi:10.1177/09388982231225736 · Cited by 3
“As have others when discussing their approach to marginalized groups (eg, Lopez & Louis, 2009; Urbani et al., 2022), we used an asset-based perspective on disability (eg, Connor & Gabel, 2010); that is, we highlight and value students for their contributions to the classroom environment, instead of…”
MethodAsset Framing: a Tool for Enhanced Equity in Feedback and Assessment
Salib, S., de la Garza, K., & Kapadia, A. (2024) · The journal of the International Association of Medical Science Educators : JIAMSE · doi:10.1007/s40670-024-02094-w · Cited by 2
“Starting by acknowledging students’ assets, aspirations, and strengths can be a more powerful tool to achieve improvement and growth, instead of starting with deficit-focused reproof [19].”
A Strengths Awareness Pilot for an Australian University Mentoring Program
Robinson, N., & Walker, S. (2024) · Student Success · doi:10.5204/ssj.3404 · Cited by 2
“In order to provide support for students, some campuses in the United States have invested in strengths approaches and establishing strengths-based initiatives (Lopez & Louis, 2009).”
BackgroundKarakasidou, E., Karampas, K., Papadimitriou, A., & Athanasiades, C. (2024) · Advances in early childhood and K-12 education · doi:10.4018/979-8-3693-8312-4.ch001 · Cited by 2
THE CLIFTON STRENGTHSFINDER ® AND STUDENT STRENGTHS DEVELOPMENT
Louis, M. C. (2012) · Cited by 2
Self-citationFoukal, M. D., Lawrence, E. C., & Williams, J. L. (2016) · Mentoring & Tutoring Partnership in Learning · doi:10.1080/13611267.2016.1178961 · Cited by 2
“…that mentoring programs might improve their training for college student mentors is by adopting a strengths-based approach, similar to that proposed by advocates of positive youth development for supporting youth (Larson, 2000) and strengths-based teacher education (He, 2009; Lopez & Louis, 2009).”
MethodUsing Leadership Competencies to Develop Talents into Strengths
Seemiller, C. (2017) · New Directions for Student Leadership · doi:10.1002/yd.20269 · Cited by 2
“For example, Lopez and Louis (2009) assert that students need to participate in meaningful opportunities and experiences in which they can utilize their strengths to truly develop them.”
BackgroundSlaughter, S. E., Archibald, M. M., Albrecht, L., et al. (2018) · Quality Advancement in Nursing Education - Avancées en formation infirmière · doi:10.17483/2368-6669.1126 · Cited by 2
“These beliefs are congruent with the principles of strengths-based education and strengths-based advising (Lopez & Louis, 2009; Schreiner & Anderson, 2005).”
Method2. URGENSI PENDIDIKAN BERBASIS FITRAH
Wahidah, W. (2019) · Al-Ikhtibar Jurnal Ilmu Pendidikan · doi:10.32505/ikhtibar.vol6i1.pp61 · Cited by 2
Ericksen, K. S., & Walker, J. M. (2015) · DigitalCommons@Fayetteville State University (Fayetteville State University) · Cited by 2
Examining Young Children's Computational Artifacts
Unahalekhaka, A., & Govind, M. (2021) · Advances in early childhood and K-12 education · doi:10.4018/978-1-7998-7308-2.ch014 · Cited by 2
Academic Integrity Leadership and Community Building in Canadian Higher Education
Eaton, S. E., Stoesz, B. M., & McKenzie, A. (2023) · Springer eBooks · doi:10.1007/978-981-287-079-7_171-1 · Cited by 2
Hoff, M. A. (2020) · Cited by 2
Strength-Based Teaching and Positive Humanities in Schools
White, M. A. (2022) · Springer eBooks · doi:10.1007/978-981-19-4945-6_2 · Cited by 2
Does Frequent Use of Signature Strengths Enhance Academic Well-Being?
Ianni, P. A. (2012) · Scholarship at UWindsor (University of Windsor) · Cited by 2
Willis, I., & Jennings, B. (2019) · Innovations in Education and Teaching International · doi:10.1080/14703297.2019.1568279 · Cited by 5
“The local participant selection process The local participant selection process accorded the administrators some status by virtue of ‘high level’ selection, thus mobilising them toward success at the outset of the overall endeavour in accord with the strength-based perspective (Lopez & Louis, 2009).”
MethodBono, L. K., Gurenlian, J. R., & August, J. (2023) · International Journal of Dental Hygiene · doi:10.1111/idh.12768 · Cited by 1
Enhancing Developmental Resilience in Children with Special Needs through a Strength-Based Paradigm
Tan, E. M. Y., & Kuo, M. (2024) · International Journal for Innovation Education and Research · doi:10.31686/ijier.vol12.iss1.4205 · Cited by 1
“A strength-based educational approach is a philosophical point of view that underscores the positive features of a student’s efforts, strengths, and interest (Lopez & Louis, 2009).”
BackgroundCharacter Strengths and Second Language Learning
Padilla, A. M., & Chen, X. (2025) · Springer eBooks · doi:10.1007/978-3-031-95136-7_3 · Cited by 1
Utilizing appreciative inquiry in educational development
Nuutinen, L., Heikkinen, H. L. T., & Tynjälä, P. (2025) · Educational Action Research · doi:10.1080/09650792.2025.2577993 · Cited by 2
“In addition, Lopez and Louis (2009) argue that educators who utilize their strengths daily support students in excelling by adopting a strengths-based approach to education.”
InfluentialIBPOC Teachers’ Responses to Canadian Schooling for Students from War Zones
Noori, S. (2025) · Multicultural Perspectives · doi:10.1080/15210960.2025.2575742 · Cited by 1
“The framework is taken up as a learner-centered approach in the field of education, where teachers support students in identifying and applying their skills based on their individual learning needs (Lopez & Louis, 2009).”
InfluentialDriver, M. Y. (2026) · Modern Language Journal · doi:10.1111/modl.70048 · Cited by 1
“In fact, the school’s efforts to create spaces where teachers could intentionally mobilize and strengthen their skills through novel experiences likely acted as a seed fostering the strengths-based learning that teachers implemented in their own classrooms (Lopez & Louis, 2009).”
Raciti, M. (2026) · Journal of Business Research · doi:10.1016/j.jbusres.2026.116167 · Cited by 2
Strengths-based Education as a Tool to Reduce Uncertainties and Risks
Navrátilová, J. (2015) · Sociální pedagogika / Social Education · doi:10.7441/soced.2015.03.01.04 · Cited by 1
“Učitelovo vedení má být takové, aby aplikace tohoto principu přispěla k pocitu kompetencí u studentů, jejich větší autonomii i sebeřízení (Lopez & Louis, 2009).”
Russell, E. J. (2016) · Springer eBooks · doi:10.1007/978-3-319-47229-4_9 · Cited by 1
Gallup StrengthsFinder in Engineering
Read-Daily, B., DeGoede, K., & Zimmerman, S. (2020) · ASEE Annual Conference & Exposition · doi:10.18260/1-2--30553 · Cited by 1
“The College now utilizes this inventory across campus, as well as the principles of Strengthsbased education [5], to build self-awareness in students, faculty, and staff.”
BackgroundMethodAt the Intersections: International and Multicultural Higher Education
Chow, L. (2020) · Journal of Comparative & International Higher Education · doi:10.32674/jcihe.v11iwinter.1498 · Cited by 1
STUDENTS’ CHALLENGES IN LITERATURE COURSES ONLINE LEARNING: STUDENTS’ PERCEPTIONS CASE STUDY
Utami, I. L. P., Suputra, P. E. D., & Dewi, I. A. G. J. (2021) · Journal of English Teaching Applied Linguistics and Literatures (JETALL) · doi:10.20527/jetall.v4i2.10352 · Cited by 1
“In this sense, strength refers to a positive and supportive characteristics (Lopez & Louis, 2009). d. Ege (2017) also argues that weakness refers to not having the form and competency necessary for something.”
BackgroundThe elusive challenge of leadership development at faith‐based institutions
Jun, A., & Aronson, S. J. (2021) · New Directions for Student Leadership · doi:10.1002/yd.20454 · Cited by 1
Coaching for Personal Development
Knowles, S. (2021) · Springer eBooks · doi:10.1007/978-3-030-88995-1_12 · Cited by 1
Board 347: Positive Predictors of Neurodiverse Students' Sense of Belonging in Engineering
Chrysochoou, M., Gabriel, R. E., Syharat, C. M., & Taylor, C. (2024) · ASEE Annual Conference & Exposition · doi:10.18260/1-2--46929 · Cited by 1
Positive Psychology and Special Education
Ioannidou, L., & Koutroumanidis, D. (2024) · Advances in early childhood and K-12 education · doi:10.4018/979-8-3693-8312-4.ch003 · Cited by 1
Students’ view on enhancing field education
Eltaiba, N. (2024) · Social Work Education · doi:10.1080/02615479.2024.2376196 · Cited by 1
“Strength-based scholarships recognize the prior experiences of students and focus on building on the existing knowledge (Fung, 2017; Lopez & Louis, 2009; Louis & Schreiner, 2012).”
Potts, M. L. (2024) · International Journal of Applied Sciences & Development · doi:10.37394/232029.2024.3.24 · Cited by 1
White, J., McGarry, S., Williams, J. J., et al. (2025) · The Asia-Pacific Education Researcher · doi:10.1007/s40299-025-00969-z · Cited by 1
“Research suggests that strengths-based approaches can enhance the engagement and productivity of all students (Lee et al., 2020; Lopez & Louis, 2009; Vellonen et al., 2015).”
Building Character Through Teaching Values
Padmakumari, P., Eapen, J. C., Aneesh Kumar, P., Jesline, J., Neelakantan, M. S., & Greeshma, R. (2025) · IGI Global eBooks · doi:10.4018/979-8-3373-0644-5.ch015 · Cited by 3
Chen, H. (2012) · Syracuse University Libraries (Syracuse University) · Cited by 1
Harmon, M. (2013) · OhioLink ETD Center (Ohio Library and Information Network) · Cited by 1
Vocation-Oriented Professional Education: Between Cultivating a Talent and Hearing the Call
CROMBRUGGE, H. V., & Debusschere, R. (2016) · Christian Higher Education · doi:10.1080/15363759.2017.1250524 · Cited by 3
“This term is very similar to what is also known as strengths-based education (Lopez & Louis, 2009).”
BackgroundInternational Comparisons and Case Studies
Stehlik, T. (2018) · Springer eBooks · doi:10.1007/978-3-319-75969-2_10 · Cited by 1
Seon, H., Kim, S., Lee, M., et al. (2017) · Korean Journal of Industrial and Organizational Psychology · doi:10.24230/kjiop.v30i2.221-246 · Cited by 1
Academic Integrity Leadership and Community Building in Canadian Higher Education
Eaton, S. E., Stoesz, B. M., & McKenzie, A. (2023) · Springer eBooks · doi:10.1007/978-3-031-39989-3_171 · Cited by 1
Delk, N. L. (2016) · ScholarWorks (Walden University) · Cited by 1
Hope for success: Effects of an academic intervention for at-risk college students
Harris, C. M. (2015) · Cited by 1
Adapting to Change: Transitional Experiences of Vertical Transfer Students
Goldberg, A. K. (2021) · The Keep (Eastern Illinois University) · Cited by 1
Characteristics of pretend play and their contributions to preschool children's emotion regulation
Wilson, A. (2022) · MOspace Institutional Repository (University of Missouri) · doi:10.32469/10355/94041 · Cited by 1
Schreiner, L. A. (2023) · Springer eBooks · doi:10.1007/978-3-031-17125-3_447-1 · Cited by 1
A New Approach in the Domain of Education: Strengths-based Approach
Yılmaz, E., & Akpınar, B. (2014) · Cumhuriyet International Journal of Education · doi:10.30703/cije.321350
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The theory and practice of leader and leadership development: A multi-level perspective
Hahn, J. P. (2010) · Digital Commons - DU (University of Denver)
Thriving in College: A Holistic Approach to Student Well-Being
Schreiner, L. A. (2015)
Eaves, K. (2012) · SpringerReference · doi:10.1007/springerreference_184202
Who Suffers the Most from Abusive Supervision? A Moderated Mediation Model
곽연선, Jung, Y., & 정예슬 (2017) · Korean Journal of Industrial and Organizational Psychology · doi:10.24230/ksiop.30.3.201708.443 · Cited by 1
Inclusion in Mainstream Classrooms: Experiences of Students who are Deaf or Hard of Hearing (D/HH)
Rohatyn-Martin, N. (2017) · ERA: Education and Research Archive (University of Alberta) · doi:10.7939/r3j09wj3m
Implementing Best Practice Literacy Instruction Into A Middle School Social Studies Classroom
Devine, C. J. (2017) · Digital Commons - Hamline (Hamline University)
Edosomwan, S. O. (2018) · NDSU Repository (North Dakota State University)
Serving the Responder’s Growth
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Wall, C. (2019) · Tuwhera (Auckland University of Technology)
Cameron, M. J. (2019) · Psychology and Psychotherapy Research Study · doi:10.31031/pprs.2019.03.000559
““Strengths-based education, though grounded in historical tenets and practices, is also built on five modern-day educational principles: (a) the measurement of strengths, achievement, and determinants of positive outcomes, (b) individualization, which requires a tailoring of the teacher’s/advisor’s methods to student…”
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Soliman, A. Y. A., & Al-Bahi, A. M. (2020) · IEEE Global Engineering Education Conference (EDUCON) · doi:10.1109/educon45650.2020.9125296
Arqueologia pessoal: descobrir a sua diversidade interior através de artefactos da infância
Pinto, L. M., & O’Toole, L. (2020) · Revista Brasileira de Pesquisa (Auto)Biográfica · doi:10.31892/rbpab2525-426x.2020.v5.n15.p987-1001
Becoming a Trauma Informed School Supporting Students with Behavioural Challenges
Ritsma, J. J. (2020) · Scholarship@Western (Western University)
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Chapitre 4. Séance 2 : découvrir ses forces
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First-Generation Students in Service-Learning Programs
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Achieving Praxis for TESOL Educators
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Racial and Academic Identities as Central Precursors to Black Student Academic Success
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Strengths-Based Blended Personalized Learning: An Impact Study Using a Virtual Comparison Group
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Hwang, G. (2022) · Edward Elgar Publishing eBooks · doi:10.4337/9781789901085.00017
Metadata
- Authors
- Lopez, S. J., & Louis, M. C.
- Affiliations
- Clifton Strengths Institute/Gallup
- Bethel University (US)
- Venue
- Journal of College and Character
- Publisher
- Informa UK Limited
- Published
- 2009-04
- Volume
- 10
- Issue
- 4
- ISSN
- 1940-1639 (ISSN-L)
- 2194-587X
- OpenAlex
- W2113334975
- Semantic Scholar
- 3715c3fe710c427e5a6f4631fa91935ed8148517
- Cited by
- 279
- References
- 19
- Citations by year
- 2026: 27 · 2025: 30 · 2024: 28 · 2023: 20 · 2022: 20 · 2021: 24 · 2020: 21 · 2019: 21 · 2018: 12 · 2017: 15 · 2016: 17 · 2015: 14 · 2014: 6 · 2013: 9 · 2012: 6
- FWCI
- 7.05
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- Journal of College and Character (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Learning Styles and Cognitive Differences
- Social Sciences › Psychology › Developmental and Educational Psychology › Education, Achievement, and Giftedness
- Social Sciences › Education › Higher Education Research Studies
- Keywords
- strengths-based education, student strengths, student engagement, personalized learning, deliberate practice, character education, college advising
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