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Front. Psychol. | doi: 10.3389/fpsyg.2019.00377

A Longitudinal Study of Spirituality, Character Strengths, Subjective Well-being, and Prosociality in Middle School Adolescents

 Anat Shoshani1, Ariel Kor1, 2*, Steven Pirutinsky3,  Mario Mikulincer1 and Lisa Miller2
  • 1Interdisciplinary Center Herzliya, Israel
  • 2Teachers College, Columbia University, United States
  • 3Touro College, United States

Using data from 1,352 middle-school Israeli adolescents, the current study examines the interface of spirituality and character strengths and its longitudinal contribution to subjective well-being and prosociality. Participants were approached three times over a 14-months period and completed measures of character strengths, spirituality, subjective well-being (positive emotions, life satisfaction), and prosociality. Findings revealed a fourth-factor structure of character strengths that included the typical tripartite classification of intrapersonal, interpersonal, and intellectual strengths together with spirituality emerging as a statistically autonomous factor. Spirituality was stable over time and contributed to higher subjective well-being and prosociality both cross-sectionally and longitudinally. Discussion focuses on spirituality as a fundamental character strength and an important aspect of positive development.

Keywords: spirtuality, Character strengths, wellbeing, adolescence, prosociality

Received: 02 Jan 2019; Accepted: 07 Feb 2019.

Edited by:

Lourdes Rey, Universidad de Málaga, Spain

Reviewed by:

Caterina Fiorilli, Libera Università Maria SS. Assunta, Italy
Mercedes Gómez-López, Universidad de Córdoba, Spain  

Copyright: © 2019 Shoshani, Kor, Pirutinsky, Mikulincer and Miller. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

* Correspondence: Dr. Ariel Kor, Teachers College, Columbia University, New York City, 10027, New York, United States,