A tripartite taxonomy of character: Evidence for intrapersonal, interpersonal, and intellectual competencies in children.

ABSTRACT: Other than cognitive ability, what competencies should schools promote in children? How are they organized, and to what extent do they predict consequential outcomes? Separate theoretical traditions have suggested interpersonal, intrapersonal, and intellectual dimensions, reflecting how children relate to other people, manage their own goals and impulses, and engage with ideas, respectively. However, very little work has examined character empirically. In the current investigation, we partnered with middle schools that had previously identified character strengths relevant in their communities. Across three longitudinal, prospective studies, we examined the factor structure of character, associations with intelligence and Big Five personality traits, and predictive validity for consequenti

SUBMITTER: Park D 

PROVIDER: S-EPMC5645050 | biostudies-literature | 2017 Jan

REPOSITORIES: biostudies-literature