LITERACY : International Scientific Journals Of Social, Education and Humaniora

E-ISSN: 2829-3649
P-ISSN: 2829-3908
Vol. 1 No. 3 December 2022
http://jurnal-stiepari.ac.id/index.php/LITERACY

Character Strength, Quality Of Life And Psychological Well-Being

Among Students In Islamic Boarding School

Hafnidar Hafnidar1*, Cut Ita Zahara1, Lola Wahyuni1, Irza Maulina1

1
Psychology Department of Malikussaleh University
*E-mail: [email protected]

Abstract. This study aimed to examine the relationships between character strength,
quality of life, and psychological well-being among students in an Islamic Boarding
School. A total of 130 teenage students aged 13-18 years participated in the research.
The study utilized a correlational research design, and data were collected using
validated scales for character strength, quality of life, and psychological well-being. The
inferential statistical analysis, specifically Pearson correlation analysis, was employed
to explore the relationships between the variables. The results indicated significant
positive correlations between character strength and quality of life, character strength
and psychological well-being, and quality of life and psychological well-being. The
findings of this study align with previous research, highlighting the importance of
character strengths in influencing an individual's quality of life and psychological well-
being. Character strengths play a crucial role in enhancing positive emotions, meaningful
relationships, and personal achievements, ultimately contributing to a higher quality of
life. Moreover, individuals with higher character strengths demonstrate improved
psychological well-being, including adaptability and flexibility in various life situations.
These results hold significant implications for educational settings, particularly in
Islamic Boarding Schools, where fostering character strengths can be beneficial in
promoting students' well-being and positive development.

Keywords: character strength; psychological well-being, Students college, Islamic

boarding

INTRODUCTION
Education in Islamic boarding schools named pesantren plays a crucial role in
shaping the character, quality of life, and psychological wellbeing of students. In
addition to academic education, pesantren emphasizes the development of character and
virtues in students, aiming to cultivate them into morally upright individuals who
contribute positively to society (Ulumiyah, 2020). Spiritual development and religious
values are also emphasized in pesantren, forming the foundation for the students'
psychological wellbeing (Hidayat, Rizal, & Fahrudin, 2018).
Adolescence is a critical transitional period in an individual's life, characterized
by significant physical, emotional, and social changes. Character strength, quality of life,
and psychological wellbeing are crucial aspects in assessing the overall well-being of
adolescents during this developmental phase. Adolescence is a period of transition
Received Oktober 30, 2022; Revised November 22, 2022; Accepted Desember 23, 2022
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between childhood and adulthood, influencing cognitive, physical, and psychosocial

development. During this transition, adolescents are highly influenced by their
environment, including the school environment (Yusuf, 2012).
More Yusuf (2012) said that schools environment are essential in shaping
students' personalities, thoughts, attitudes, and behaviors, which ultimately contribute to
their psychological wellbeing. As adolescents spend a significant amount of time outside
their homes, including at school, the influence of peers in the school environment
becomes more prominent, affecting their attitudes, conversations, interests, appearance,
and behavior (Hurlock, 2012).
Quality of life and psychological wellbeing are vital aspects for adolescents living
in Islamic boarding schools. The developmental phase of adolescence is influenced by
various factors, including quality of life and psychological wellbeing (Hurlock, 2012).
However, the level of quality of life and psychological wellbeing varies among
individuals, depending on how they optimally utilize various aspects within themselves
(Ryff et al., 2008).
In recent years, there has been increasing attention to the quality of life and
psychological wellbeing of students, considering the challenges and pressures faced by
the younger generation in the modern world. This is also applicable to students living in
Islamic boarding schools, who face various academic, social, and spiritual demands. One
approach that has gained traction in positive psychology is the utilization of character
strengths to enhance psychological wellbeing (Seligman & Csikszentmihalyi, 2000).
Character strengths refer to positive psychological attributes that positively impact an
individual's well-being, such as optimism, gratitude, courage, love, curiosity, and
wisdom. It is believed that the application of character strengths can help students cope
better with life's challenges, enhance resilience, and achieve optimal psychological
wellbeing (Peterson & Seligman, 2004).
Character strengths are psychological ways to manifest these virtues (Peterson &
Seligman, 2004). In brief, a thriving community must be built on the promotion of
character and virtues (Peterson & Park, 2003; Peterson & Seligman, 2004; Peterson,
2006). Within this framework, character strengths can be classified as heart strengths
and mind strengths, depending on how they relate to each other (Peterson, 2006).
Although some research has examined the relationship between character
strengths and quality of life, the relationship between character strengths and
psychological wellbeing, as well as the relationship between quality of life and
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psychological wellbeing, in the general population, specific studies focused on students

living in Islamic boarding schools are limited. In the context of pondok pesantren, deep-
rooted spiritual aspects and religious values may also influence how character strengths
contribute to students' quality of life and psychological wellbeing. The results of this
study can provide recommendations for the implementation of programs and
interventions aimed at enhancing the quality of life and psychological wellbeing of
students, ultimately contributing to the creation of a balanced, integral, and beneficial
younger generation for society and the nation.

Research Objectives:
The purpose of this study is to:
a. Identify the level of character strengths among adolescents.
b. Assess the level of quality of life among adolescents.
c. Measure the level of psychological wellbeing among adolescents.
d. Analyze the relationship between character strengths, quality of life, and psychological
wellbeing among adolescents.

LITERATURE REVIEW

Character Strengths
Character strengths are positive psychological attributes that influence an individual's
well-being. This theory identifies various character strengths, such as courage, optimism,
gratitude, love, curiosity, and others (Peterson & Seligman, 2004). According to Peterson &
Seligman (2004), character strengths are organized into six virtues consisting of 24 character
strengths: Wisdom and Knowledge, Courage, Humanity and Love, Justice, Temperance, and
Transcendence.
All of these virtues are considered universal and have been selected through the process
of evolution due to their importance for survival (Peterson and Seligman, 2004). According
to Peterson and Seligman (2004), a person is considered to have good character if they possess
all of these virtues with high values. Each virtue consists of several specific strengths
(Peterson and Seligman, 2004). According to Seligman (2005), individuals have both positive
and negative character traits. However, character strengths refer to positive attributes that lead
individuals to experience positive emotions.
Regarding strengths, Peterson and Seligman (2004) identified twenty-four of them,
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including Creativity, Curiosity, Open-mindedness, Love of learning, Perspective, Bravery,

Persistence, Integrity, Vitality, Love, Kindness, Social-intelligence, Citizenship, Fairness,
Leadership, Forgiveness and Mercy, Humility and Modesty, Prudence, Self-regulation,
Appreciation of beauty and excellence, Gratitude, Hope, Humor, and Spirituality. The
following are some factors that influence these strengths, with the exception of the strength
of leadership (Peterson and Seligman, 2004).
In summary, character strengths are psychological components (processes or
mechanisms) that define virtues (wisdom, courage, humanity, justice, temperance, and
transcendence). Character strengths can be distinguished in their manifestation of one or more
virtues. For example, the virtue of wisdom can be achieved through strengths such as curiosity
and a love of learning, open-mindedness, creativity, and perspective, which involve having a
larger perspective on life (in Martin Seligman, 2004).

Quality of life
Quality of life encompasses various elements such as life satisfaction, happiness, and
other positive emotions (Diener, 2000; Ryff, 1989). Several factors influence quality of life,
including educational level, demographics, personality, social support, gender, age, culture,
and religiosity (Ryff and Singer, as cited in Keyes, 2013). It is crucial for individuals to
enhance their effectiveness in different aspects of life, including academic success.

Psychological well-being
The concept of well-being has gained significant attention since the early 21st century
(Coffey, Warren, & Dodfrey, 2015; Dodge et al., 2012). The World Health Organization
(WHO, 1999) emphasizes that health is not merely the absence of illness or weakness but
also includes complete physical, mental, and social well-being. Well-being is defined as a
combination of feeling good and functioning well, involving positive emotional experiences
such as happiness, satisfaction, and the realization of one's potential, having control over one's
life, a sense of purpose, and positive relationships (Huppert, 2009).
In the literature on well-being, two primary approaches are hedonic and eudaimonic (or
subjective and psychological) well-being. Both approaches are distinct (Compton &
Hoffman, 2013; Negovan, 2010). Subjective well-being emphasizes satisfaction and pleasure
as fundamental components of well-being, which involves experiencing positive emotions
and the absence of negative emotions. On the other hand, the eudaimonic approach equates
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well-being with living a life driven by purpose and realizing one's optimal potential.
Subjective well-being includes hedonic well-being (happiness, life satisfaction, positive
affect, etc.) and is described from different perspectives using various terms (Diener, 1984).
However, the most widely accepted concept is the cognitive and emotional evaluation of an
individual's overall life (Diener, Oishi, & Lucas, 2009). Therefore, subjective well-being
involves both cognitive assessments of life (e.g., life satisfaction) and emotional responses to
life events (e.g., positive and negative affect).
While much research has traditionally focused on the subjective aspect of well-being,
there has been an increasing emphasis on the concept of quality of life in recent years (Diener
et al., 2010). Quality of life represents the central aspects of optimal human functioning and
is based on the eudaimonic perspective of well-being, which emphasizes psychological
aspects such as social contributions, positive relationships with others, personal growth, self-
acceptance, and life purpose (Keyes, 1998). Psychological well-being has been studied in
terms of cognitive, emotional, and personality variables. Key cognitive variables include self-
efficacy (Siddiqui, 2015), optimism (Scheier, Carver & Bridges, 2001), self-esteem (Paradise
& Kernis, 2002), mindfulness (Parto & Besharat, 2011), gratitude, and forgiveness (Toussaint
& Friedman, 2009).
Psychological well-being is categorized based on the multidimensional model of Ryff
and Keyes (1995), which comprises six dimensions: (1) Positive self-acceptance; (2) Efficient
environmental mastery (Control); (3) Meaningful relations with others (Meaningful
relationships); (4) Pursuit of meaningful goals and a sense of purpose in life; (5) Feeling
positive for continuous development and maturity; (5) Autonomy (Self-determination).
Considering the controversy regarding hedonic and eudaimonic views of well-being, it
appears that well-being is best understood as a multidimensional phenomenon that combines
elements of both perspectives (Silva & Caetano, 2013). Mental health is characterized by
three well-being constructs: emotional, psychological, and social (Keyes, 2014). Emotional
well-being or hedonic well-being involves temporary catharsis, while eudaimonic well-being
is related to social and psychological aspects. In other words, hedonic aspects focus on
happiness, pleasure, enjoyment, and satisfaction, while the eudaimonic perspective
emphasizes meaning and purpose (Keyes, 2002).
Emotional well-being is defined by positive feelings about life, including being in a
good mood, engaged in life, relaxed and happy, and full of life. Social and psychological
well-being encompass feelings of acceptance, growth, commitment, coherence, and
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integration. Recent research has shown that both hedonic and eudaimonic elements are related
to well-being and a flourishing life that combines both approaches (Henderson & Knight,
2012). Keyes' Mental Health Continuum Model (2005) combines both aspects as
"flourishing," describing mentally healthy individuals as those with positive impact and
functioning (Keyes, 2007).
Keyes (2002, 2005, 2007) specifically defines well-being as consisting of three
dimensions: (1) Emotional: This dimension of well-being is related to subjective well-being
and includes high positive affect, low negative affect, and the assessment of life satisfaction;
(2) Psychological: This aspect involves functioning well at the individual or personal level,
including positive attitudes towards oneself (self-acceptance), autonomy, personal growth,
positive relationships, environmental mastery, and a sense of purpose in life; (3) Social: This
dimension includes thinking that social processes are significant, believing in the potential of
society, feeling a sense of belonging, having a positive attitude towards individual
differences, and contributing to society.
Flourishing is achieved through a desire for a meaningful and purposeful life and
developing positive and enduring relationships with others, leading to an individual's health
and happiness. Research shows that happiness stimulates the immune system and enhances
strength. Additionally, happiness gives individuals the impression that they are valued in their
social bonds and increases productivity in the workplace (Lyubomirsky, King, & Diener,
2005).
One challenge related to well-being is conceptualizing it, as some terms are used
interchangeably. For instance, researchers often use different terms when discussing
subjective well-being and other life aspects related to it. Happiness can refer to a positive
mood in general, a global measure of life satisfaction, living a good life, or factors that
contribute to happiness, depending on the context and meaning (Diener, 2006).

The relationship between Character Strengths and Life Satisfaction

Research has shown that character strengths-based positive interventions have a
significant impact on life satisfaction (Littman-Ovadia & Steger, 2012; Sin & Lyubomirsky,
2009). For instance, when individuals are aware of their signature strengths and actively use
them in new and different ways, it leads to an increase in life satisfaction (Seligman, 2011;
Seligman, Steen, Park, & Peterson, 2005).
However, within the framework of positive psychology, the relationship between the
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Heart vs. Mind character strengths and life satisfaction has received little attention, and its
associations with different variables, such as life satisfaction, remain largely unexplored.
Nevertheless, it has been observed that heart strengths, which are associated with preserving
relationships, seem to be more strongly related to life satisfaction compared to mind strengths,
which are considered to be more individualistic (Haridas, Bhullas, & Dunstan, 2017; Park &
Peterson, 2008; Park et al., 2004).
The relationship between Character Strengths and Quality of Life
Although, on the other hand, character strengths and concepts in Positive Psychology
have been criticized for their individualistic bias and neglect of environmental factors (Becker
& Marecek, 2008; Christopher and Hickinbottom, 2008), character strengths can contribute
to life satisfaction and quality of life. While it is true that quality of life is not solely dependent
on individual choices and responsibilities, but also influenced by structural factors in the
educational and social environment that can hinder character development, the development
of character strengths can still be pursued and can significantly enhance quality of life (Proyer
et al., 2013).
The relationship between Character Strengths and Psychological Wellbeing
Character strengths support well-being and lead to positive emotions, meaning in life,
achievements, and better relationships (Peterson and Seligman, 2004; Seligman, 2011), and
they have been shown to have an impact on quality of life. Research conducted by Park,
Peterson, and Seligman in 2004 on "Strengths of Character and Well-Being," investigated the
relationship between character strengths and quality of life in 5,299 individuals using the
VIA-IS internet participant survey. The findings revealed that life satisfaction is influenced
by aspects/virtues of character strengths and hope, citizenship, gratitude, love, and curiosity.
Another study conducted by Wijayanti and Fivi (2010) found a relationship between
character strengths and well-being among the Javanese ethnic group. The Javanese people
exhibited high levels of well-being, influenced significantly by character strengths,
contributing to 48.6% of well-being. There were seven character strengths that made the most
significant contribution to well-being or quality of life: perseverance and vitality from the
virtue of courage, creativity, curiosity, and perspective from the virtue of wisdom and
knowledge, justice from the virtue of justice, and forgiveness/compassion from the virtue of
temperance.
In conclusion, character strengths play a crucial role in enhancing quality of life and
well-being. The possession and cultivation of character strengths, such as courage, wisdom,
justice, and temperance, contribute to positive emotions, meaningful living, better
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relationships, and life satisfaction. Individuals can work on developing their character
strengths to improve their overall well-being and quality of life.
Hypothesis:
Based on the background of the problem, theoretical review, and frame of mind, the
hypotheses are formulated as follows:
a. There is a positive relationship between character strengths and life satisfaction in
adolescents.
b. There is a positive relationship between character strengths and quality of life in adolescents.
c. There is a positive relationship between quality of life and psychological well-being in
adolescents.
Research Methodology
This study used a correlational research design to examine the relationships between the
variables under investigation. The participants in this study consist of all teenage students aged
13-18 years who are enrolled in Al Huda Islamic Boarding School, with a total of 130
individuals. Data collected by distributing adopted questionnaires to the participants: The
character strengths scale, quality of life scale, and Psychological well-being scale. These
instruments have undergone rigorous testing to establish their reliability and validity. Finally,
data analyzed using statistical methods, such as correlation analysis, to identify the
relationships between the variables under investigation.
Research Results
By analyzing the data on character strengths, researchers can explore the relationships
between these strengths and other variables, such as life satisfaction, quality of life, and
psychological well-being. This information can provide a comprehensive understanding of
how character strengths influence and contribute to the overall well-being and happiness of the
participants. Descriptive data analysis is conducted to provide a description of both
hypothetical and empirical data. Hypothetical data refers to data of possible values, while
empirical data refers to data obtained in the field on the character strengths scale. The research
data results are as follows:
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Table 1
Description of Research Data for the Variable "Character Strength”.
Variabel Hipotetik Empirik
X X Mean SD X Xmin Mean SD
maks min maks

Character 320 80 200 9 180 86 132.21 8.121

strength
Life 16 4 10 3 16 10 12.74 3.621
Satisfaction
Psychological 168 42 105 5 126 82 102.93 6.148
Wellbeing

Based on the data analysis presented in Table 4.1, the hypothetical results indicate that
the maximum value for the character strengths scale is 320, the minimum value is 80, the mean
is 200, and the standard deviation is 9. On the other hand, the empirical data obtained in the
field shows that the maximum value for the character strengths scale is 180, the minimum value
is 86, the mean is 132.21, and the standard deviation is 8.121.
For the life satisfaction scale, the hypothetical results show that the maximum value is
16, the minimum value is 4, the mean is 10, and the standard deviation is 3. On the other hand,
the empirical data obtained in the field shows that the maximum value for the life satisfaction
scale is 16, the minimum value is 10, the mean is 12.74, and the standard deviation is 3.621.
Similarly, for the psychological well-being scale, the hypothetical results show that the
maximum value is 168, the minimum value is 42, the mean is 105, and the standard deviation
is 5. On the other hand, the empirical data obtained in the field shows that the maximum value
for the psychological well-being scale is 126, the minimum value is 82, the mean is 102.93,
and the standard deviation is 6.148.
Based on the data description provided, the research data can be categorized into three
categories: high, moderate, and low. The categorization of participants is based on the
assumption that the population's scores are normally distributed (Azwar, 2013). The formula
used for participant categorization is "M + ISD < X" for the high category, "M - ISD < M +
ISD" for the moderate category, and "X < M - ISD" for the low category, where X represents
the score obtained by the subject on the scale. M represents the empirical mean, and SD
represents the empirical standard deviation. Based on the categorization formula, the levels of
character strength, quality of life, and psychological well-being concluded that the majority of
 243

participants have average levels of character strength and quality of life, while the majority of
participants have good levels of psychological well-being, as follows in Tables 2, 3, and 4
below:
Table 2
Level of Character strength
Range Score Character N Percentage
Categories strength
Categories
X < 124 Low Weak 23 17.7 %
124 < 140 Moderate Ordinary 62 47.7 %
140 < X High Strong 45 34.6 %

Table 3
Level of quality of life

Range Score quality of life N Percentage

Categories Categories
X<9 Low Bad 15 13.8 %
9 < 17 Moderate Usual 60 71.5 %
17 < X High Good 58 14,6 %

Table 4
Level of psychological wellbeing

Range Score psychological N Percentage

Categories wellbeing
Categories
X < 97 Low Bad 34 13.8 %
97 < 109 Moderate Usual 36 71.5 %
109 < X High Good 60 14.6 %

There are three hypotheses in this study. Hypothesis testing using the Pearson
correlation analysis method was conducted to determine the relationships between character
strength and quality of life, character strength and psychological well-being, as well as the
relationship between quality of life and psychological well-being among the students of Al-
Huda Islamic Boarding School, Malikussaleh. Based on the analysis results for all hypotheses,
it was found that the significance values were less than 0.05 and positively correlated. This
indicates that there is a significant relationship between character strength and quality of life,
character strength and psychological well-being, as well as the relationship between quality of
244

life and psychological well-being among the students of Al-Huda Islamic Boarding School,
Malikussaleh.
The results of this analysis indicate that the research hypotheses are accepted. Positive
correlation values indicate that: (1) higher character strength is associated with higher quality
of life, and vice versa, lower character strength is associated with lower quality of life for
participants; (2) higher character strength is associated with higher psychological well-being,
and vice versa, lower character strength is associated with lower psychological well-being for
participants. Similarly, the relationship between quality of life and psychological well-being
suggests that higher quality of life is associated with higher psychological well-being, and vice
versa, lower quality of life is associated with lower psychological well-being for participants.
This confirms that all proposed hypotheses are accepted. The results of the Pearson correlation
test are presented in the table below.

Table 5
Test the hypothesis

Variable Coefficient Significance (p) Information

Correlation (r)
Character .407 .004 Diterima
strength,
Psychological
Wellbeing

Character .262 .031 Diterima

strength, Quality
of Life

Quality of Life, .452 .004 Diterima

Psychological
Wellbeing

Discussion
Based on the results of the study and in line with the theoretical basis and previous
research, the following discussions regarding the relationships between character strength,
quality of life, and psychological well-being can be drawn.

Relationship between Character Strength and Quality of Life:

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The first hypothesis of the study aimed to explore the relationship between character
strength and quality of life among the Islamic boarding school students. The research findings
supported the hypothesis, indicating a significant relationship between character strength and
quality of life. This finding is consistent with Niemiec's (2017) study, which also identified a
significant correlation between character strength and quality of life. Similarly, Peterson and
Seligman (2004) emphasized that character strengths have a positive impact on an individual's
quality of life. The research implies that higher levels of character strengths contribute to higher
levels of life satisfaction and vice versa, highlighting the importance of fostering character
strengths to enhance the overall quality of life for adolescents.

Relationship between Character Strength and Psychological Well-being

The second hypothesis tested the association between character strength and
psychological well-being among the students. The research results supported this hypothesis,
demonstrating a significant relationship between character strength and psychological well-
being. This finding is consistent with the studies conducted by Prima and Indirawati (2018),
Khamida et al. (2019), and Aridhona (2017), all of which revealed a positive correlation
between character strength and psychological well-being.
The research suggests that higher levels of character strengths are associated with better
psychological well-being, indicating that character strengths play a vital role in an individual's
adaptive and flexible behavior. The presence of the "God Spot" within character strengths
contributes to the adaptability of students in the Islamic boarding school environment, enabling
them to maintain positive relationships with peers and teachers and to adhere to the rules and
requirements of the school. The findings also align with Zohar and Marshall's (2007) view that
psychological well-being is an application of character strengths, particularly when individuals
demonstrate adaptability and flexibility in their lives.

Relationship between Quality of Life and Psychological Well-being

The third hypothesis explored the relationship between quality of life and psychological
well-being among the students. The research results confirmed this hypothesis, indicating a
significant relationship between quality of life and psychological well-being. Sin and
Lyubomirsky (2009) supported this finding, demonstrating that improving quality of life
through positive interventions can enhance psychological well-being. Moreover, factors related
to biological aspects, such as physical health, can contribute to better psychological well-being
(Enung, 2016). The study also revealed that individuals with higher character strengths are
246

more likely to achieve success and overall psychological well-being (Animasahun, 2010). The
research suggests that a positive quality of life, including good physical health and overall life
satisfaction, contributes to better psychological well-being. Additionally, the study highlights
the significance of building positive relationships within the Islamic boarding school
environment to promote students' psychological well-being.
In conclusion, this research provides valuable insights into the relationships between
character strength, quality of life, and psychological well-being among Islamic boarding school
students. The results affirm the importance of character strengths in influencing life satisfaction
and psychological well-being. Future studies could further investigate the specific aspects of
character strengths that have the most significant impact on quality of life and psychological
well-being and explore interventions to enhance these factors among adolescents in Islamic
boarding schools.

CONCLUSION
The discussion of the research results takes into account the findings obtained from
both descriptive and inferential statistical analyses, along with the theoretical foundations,
previous studies, and the background of the research problem. Based on these aspects, the
following points are highlighted in the discussion:
1. Relationship between Character Strength and Life Satisfaction: The study reveals a positive
correlation between character strength and life satisfaction among the teenage participants.
It is observed that individuals with higher character strength tend to experience higher levels
of life satisfaction, while those with lower character strength have lower levels of life
satisfaction. This finding is consistent with the theoretical perspective that character
strengths play a significant role in shaping individuals' overall well-being and happiness.
2. Relationship between Character Strength and Quality of Life: The research findings indicate
a positive association between character strength and quality of life among the teenage
participants. Those with stronger character strengths are more likely to have better overall
quality of life, encompassing various aspects such as social relationships, personal growth,
and sense of purpose. Conversely, individuals with weaker character strengths tend to have
lower quality of life. This aligns with the idea that character strengths contribute to a
flourishing and fulfilling life.
3. Relationship between Quality of Life and Psychological Well-being: The study reveals a
positive relationship between quality of life and psychological well-being among the
participants. Higher levels of quality of life are associated with better psychological well-
 247

being, which encompasses aspects like positive emotions, self-acceptance, autonomy, and
meaningful relationships. This finding is in line with existing theories that suggest a strong
interconnection between an individual's overall life satisfaction and their psychological
well-being.
Overall, the research provides evidence supporting the hypotheses proposed in the
study. It demonstrates that character strength plays a crucial role in influencing life satisfaction,
quality of life, and psychological well-being among the teenage participants. The positive
correlations observed in the analysis suggest that nurturing and leveraging character strengths
can significantly contribute to enhancing the well-being and overall happiness of individuals.
Furthermore, the study's results reinforce the importance of positive interventions and
character strengths-based approaches in promoting the well-being of young individuals. The
findings provide valuable insights for educators, practitioners, and policymakers in devising
strategies to enhance the quality of life and psychological well-being of adolescents. However,
it is essential to consider contextual factors and environmental influences that may impact the
development of character strengths and overall well-being in future research.

Suggestions
Based on the research findings and the discussion, several suggestions can be made for
future research and practical applications:
1. Investigate the influence of contextual factors, such as family dynamics, cultural
background, and socio-economic status, on the relationship between character strengths
and well-being. Understanding these contextual influences can provide insights into
tailoring interventions for diverse populations. When implementing character
strengths-based interventions in diverse cultural settings, consider making appropriate
adaptations to ensure their relevance and effectiveness.
2. Continuously improve the measurement tools used to assess character strengths, quality
of life, and psychological well-being to enhance the accuracy and reliability of future
research.
3. By addressing these suggestions, future research can contribute to a deeper
understanding of the role of character strengths in fostering well-being, not only in
adolescents but also in various age groups and diverse cultural contexts. Additionally,
practical applications of character strengths-based interventions can have a positive
impact on individuals' lives, promoting a more flourishing and fulfilling society overall.
4. Suggestions for future researchers:
248

a. Conduct longitudinal studies to explore the long-term effects of character strengths

on life satisfaction, quality of life, and psychological well-being. Following
participants over an extended period can provide valuable insights into
developmental patterns and causal relationships.
b. Intervention Programs: Design and implement intervention programs based on
character strengths to enhance the well-being of adolescents. These programs could
be integrated into educational settings or community activities to foster the
development and application of character strengths in daily life.
c. Well-being in Educational Settings: Explore the integration of character strengths
and well-being education in formal educational curricula. Emphasizing character
development and well-being can contribute to better academic performance and
overall student growth.

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