Personal Strengths and Their Influence on Mental Health and Academic Outcomes

Building personal strengths is an inherent part of typical development. Existing research attests to the protective effects of key strengths, such as self-esteem, family connectedness, and positive peer relationships among children and adolescents (Van Voorhees et al., 2008). Despite the growing interest in the role of strengths during childhood and adolescence, few studies have examined strengths from developmental and multidimensional perspectives. In the current study, a developmental framework was applied to study the effect of groupings, or profiles, of personal strengths on both academic and social emotional outcomes among a sample of children and adolescents (N = 414; Mage = 12.58). Three distinct profiles of personal strengths were identified: a High Strengths, Moderate Strengths, and Low Strengths profile. Each profile was associated with a unique set of personal strengths. Age and gender differences were detected, indicating that older children were more likely to belong to the Moderate Strengths profile than younger children, and boys had a greater likelihood of belonging to the Low Strengths group than girls. Better mental health and academic outcomes were associated with a greater probability of belonging to the High Strengths profile, and a lower probability of belonging to the Low Strengths and profile. Lower academic engagement was associated with a greater likelihood of belonging to the Moderate Strengths profile. Findings from the current study contribute to the growing literature on strengths and positive youth development and are relevant to researchers, clinicians, educators, and policy-makers. Abstract