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.
- [6]6. Bowers, K. (2009). Making the most of human strengths. In S. J. Lopez (Ed.) Positive psychology: Exploring the best in people: Discovering human strengths (pp. 23-36). Westport, CT: Praeger.
- [7]7. Buckingham, M. (2007). Go put your strengths to work. New York: Free Press.
- [8]8. Cantwell, L. (2005). A comparative analysis of strengths-based versus traditional teaching methods in a freshman public speaking course: Impacts on student learning and engagement. Dissertation Abstracts International, 67(02A), 478-700. (UMI No. AAT3207574)
- [12]12. Clifton, D. O., Anderson, C. E., & Schreiner, L. A. (2006). StrengthsQuest: Discover and develop your strengths in academics, career, and beyond (2nd ed.). New York: Gallup Press.
- [13]13. Clifton, D. O., & Harter, J. K. (2003). Investing in strengths. In K. S. Cameron, J. E. Dutton, & R. E. Quinn (Eds.), Positive organizational scholarship (pp. 111-121). San Francisco: Berrett-Koehler.
- [17]17. Dweck, C. S., & Molden, D. C. (2005). Self-theories: Their impact on competence motivation and acquisition. In A. J. Elliott & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 122-140). New York: Guilford Press.
- [25]25. Lopez, S. J. (2004). Naming, nurturing, and navigating: Capitalizing on strengths in daily life. National Conference on Building a Strengths-Based Campus: Best Practices in Maximizing Student Performance: Omaha, NE.
- [28]28. Rath, T. (2007). StrengthsFinder 2.0. New York: Gallup Press.
Cited by
Sorted by citations
Items 201–239 of 239
الصورة الذهنیة لجامعة الأزهر الإیجابیة: رؤیة ملموسة لبیئات تعلیمیة أفضل
محمد, ا. غ. (2021) · التربية (الأزهر) مجلة علمية محکمة للبحوث التربوية والنفسية والاجتماعية) · doi:10.21608/jsrep.2021.264965
Investigating the Complexity of Language Use in Trades Education in the Aotearoa New Zealand Context
Parkinson, J., Coxhead, A., Mackay, J., & McLaughlin, E. (2022) · Professional and practice-based learning · doi:10.1007/978-3-031-12168-5_10 · Cited by 1
Diaz-Mendoza, V. (2023) · About Campus Enriching the Student Learning Experience · doi:10.1177/10864822231169223
“Lopez and Louis (2009) state that strengthsbased education involves the measurement of individual character strengths, individualization of the learning experience to fit the personal needs of everyone, networking opportunities that result in high quality, longlasting relationships, deliberate…”
BackgroundMethodInfluentialCurrent Trends and Future Directions in ELT: Asset‐Based Language Assessment
Meniado, J. C. (2024) · The TESOL Encyclopedia of English Language Teaching · doi:10.1002/9781118784235.eelt1050
Redesigning Soil Mechanics as an Inclusive Course
Roy, M., Chrysochoou, M., & Syharat, C. M. (2024) · ASEE Annual Conference & Exposition · doi:10.18260/1-2--41749
An Understand, Assess, Apply Instructional Approach
VanHorn, D. R., & VanHorn, A. M. (2023) · Advances in educational technologies and instructional design book series · doi:10.4018/978-1-7998-4748-9.ch002
Supporting the Wellbeing of Children with Special Needs through Strength Based Curriculum
Eunice, M. Y. T., & Kuo, M. (2024) · International Journal for Innovation Education and Research · doi:10.31686/ijier.vol12.iss1.4206 · Cited by 2
“Lopez and Louis (2009) stated that the strength-based approach underlines the positive features of a student’s interest, strengths, and efforts.”
BackgroundBrown, T. T., Dowling, S. C., Orem, M., Gonzalez-Maldonado, D., Lin, N. T., Parra, H., Shiroya, S., Davis, S. M., Doyle, M. J., Jernigan, T. L., et al. (2023) · International Journal of Music in Early Childhood · doi:10.1386/ijmec_00062_1
Anderson, A. M., & Maguire, K. R. (2024) · Journal of Scholarly Engagement · doi:10.9743/jse.2024.7.1.4
Schreiner, L. A. (2024) · Springer eBooks · doi:10.1007/978-3-031-48129-1_447
Mobilizing Strengths in the Development of French as a Second Language Teacher Identity
Bouthillier, J. L., Garrett, M. D., & Kristmanson, P. (2024) · Canadian Modern Language Review/ La Revue canadienne des langues vivantes · doi:10.3138/cmlr-2023-0048
“…incontro-vertible belie that all individuals possess valuable internal resources – or strengths – that can be applied to promote and contribute to positive outcomes related to achievement and well-being across various domains o li e (Gradisek, 2021; Linley & Harrington, 2006; Lopez & Louis, 2009 ).”
Robots as Coaches: Exploring User Expectations, Ethics, and Design Guidelines
Ahmed, M. S., Giuliani, M., Leonards, U., Higgins, A., & Bremner, P. (2025) · Lecture notes in computer science · doi:10.1007/978-981-96-3522-1_13
Garrett, M. D., & Bouthillier, J. L. (2025) · OLBI Journal · doi:10.18192/olbij.v14i1.6950
“Adopter l’ AFF peut favoriser une meilleure appréciation des qualités personnelles ainsi que des divers dons des autres, créant ainsi des environnements d’apprentissage propices à la collaboration et à la création d’un réseau professionnel de soutien (Lopez & Louis, 2009).”
Vogt, L., & Stoesz, B. M. (2025) · Ethics and integrity in educational contexts · doi:10.1007/978-3-031-90091-4_1
Kaffemanienė, I., Jurevičienė, M., & Gindulytė, K. (2025) · Special Education · doi:10.15388/se.2025.48.1
Supporting Students in Rural Regions in the Age of Distance Learning
Harris, J. (2020) · ArtsPraxis · doi:10.33682/0hd0-t3mw
The Emotional Brain Behind STEM Success
Aardt, J. V. (2025) · IGI Global eBooks · doi:10.4018/979-8-3373-3351-9.ch007
Gibson, A. (2022) · doi:10.1108/978-1-64802-784-020251016
(2018) · Emerald Group Publishing Limited eBooks · doi:10.1108/978-1-64113-100-120251022
GÜLAL, B., Özer, B., & Gencel, N. (2025) · Akademik Hassasiyetler · doi:10.58884/akademik-hassasiyetler.1677515
What works in internal alternative provision? A salutogenic analysis
Simpson, E. (2026) · British Educational Research Journal · doi:10.1002/berj.70118
Bailey, E. N., & Schwarz, K. (2026) · Update Applications of Research in Music Education · doi:10.1177/87551233251409111
Liao, H., Pan, Y.-L., Wang, P.-J., et al. (2026) · Children · doi:10.3390/children13030381
Vos, S. D., Qesja, B., Lipnickas, G., & Harris, J. (2026) · Journal of Business Research · doi:10.1016/j.jbusres.2026.116165
Asrin, Mustafa, M. C., Maulyda, M. A., Abdullah, N. B., Ali, S. R., Putri, H. R., & Imama, N. (2026) · Discover Education · doi:10.1007/s44217-026-01583-x
“This instrument for student involvement in online learning was adapted from Lopez and Louis [26] ‘s article " The Principles of Strengths-Based Education .”
Rivera, J., & Jen, E. (2026) · Journal of Advanced Academics · doi:10.1177/1932202x261455590
(2026) · IGI Global eBooks · doi:10.4018/979-8-3373-8272-2.ch012
Somova, M. V., Vainshtein, Y. V., Noskov, M. V., & Vonog, V. (2026) · Education Sciences · doi:10.3390/educsci16060882
“Some studies suggest that the teacher acts effectively as a ‘strengths detective’, helping the student identify and apply their abilities in the learning process (Lopez & Louis, 2009).”
Tobia, J., & D’Amico, M. (2026) · Creative Education · doi:10.4236/ce.2026.176061
Caruso, J. L., Stilwell, S. M., Kobel, D., & Heinze, J. E. (2026) · International Journal of Adolescence and Youth · doi:10.1080/02673843.2026.2701341
Rosson, H., Luzynski, C., & Lockman, J. A. (2026) · Journal of Leadership Education · doi:10.1108/jole-04-2026-0053
Wray, A. E., Attrill, S., & Lewis, L. K. (2026) · Medical Teacher · doi:10.1080/0142159x.2026.2713653
Chang, W.-F. (2026) · Learning Disabilities Research and Practice · doi:10.1177/09388982261476726
Miller, J., Hunter, J., Armour, D., Mclean, Y., & Newman, K. (2026) · Mathematics Education Research Journal · doi:10.1007/s13394-026-00606-y · Cited by 1
Mahomed, F. E., Isabirye, A. K., & Proctor, C. (2026) · Springer eBooks · doi:10.1007/978-3-032-27646-9_3
An Analysis of Military and Higher Education Learning Environments
Biniecki, S. M. Y., Schmidt, S. W., & Rund, T. (2026) · Emerald Group Publishing Limited eBooks · doi:10.1108/978-1-80686-331-020261004
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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