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Correlational findings

Study Shoshani & Slone (2013): study IL 2009

Public:
Midle school pupils, Israel, followed 1 year 2010?
Survey name:
Unnamed study
Sample:
Respondents:
N = 417
Non Response:
Assessment:
Questionnaire: paper
Participants were examined: - middle of seventh grade (Time 1) - middle of eighth grade (Time 2).

Correlate

Authors's Label
Intellectual strenghts
Our Classification
Error Estimates
alpha: .83
Remarks
Subscale of VIA Inventory of Strengths for Youth (Dahlsgaard, 2005)
Distribution
M= 3.71; SD= 0.53.
Operationalization
Selfreport on seeking and appreciating knowledge, e.g. love learning, creativity, curiosity

Observed Relation with Happiness

Happiness Measure Statistics Elaboration / Remarks A-BW-cm-mq-v-5-f r = + s T1 intelectual strenght by T1 happiness
- Positive affect r = +.15(01)
- negative affect r = -.11(01)
Correlation with affect balance will be positive and significant.
A-BW-cm-mq-v-5-f r = + ? T1 intelectual strenght by T2 happiness
- Positive affect r = +.12(01)
- negative affect r = -.03(ns)
Correlation with affect balance will be positive, significance undetermined
A-BW-cm-mq-v-5-f Beta = + s T1 intelectual strenght by T1 happiness
- Positive affect b = +.11(01)
- negative affect b = -.11(01)
Beta with affect balance will be positive and significant

Beta controled for other strenghts
- interpersonal
- temperance
- transcendence