INTRAINDIVIDUAL DISPOSITIONS SUSTAINING DESIRABLE OUTCOMES (UNDER COVID-19) IN THE GENERAL AND STUDENT POPULATION

The literature on the intraindividual correlates of desirable outcomes (such as well-being or academic achievement) is vast, yet sparse, and still unable to generate comprehensive models, applicable to various populations. Meanwhile, the COVID-19 pandemic crisis has been a unique case scenario to study such factors within a highly stressful and uncertain context. The present thesis work aimed to systematically examine the role of general (character strengths) and specific (posttraumatic growth, study-related factors, and basic psychological needs satisfaction) factors that can sustain individuals in both regular and adverse situations. To this aim, three main phases were carried out. First, in the assessment phase, the self-report instrument to measure character strengths (VIA-IS-120) was validated in a large sample of Italian speakers (Study 1). Then, in Phase 2, the relationships between intraindividual factors and desirable outcomes were studied through four main studies. Study 2 investigated the longitudinal role of overall character with respect to well- being and posttraumatic growth after the first pandemic wave in the general population. The results showed that posttraumatic growth partially mediated the association of character with well-being. Study 3 assessed the respective longitudinal effects of character and study-related factors on achievement and well-being in students during the pandemic. The results evidenced a more prominent role for study-related factors. Study 4 tested a comprehensive model of the relationships of character and study-related factors with achievement and well-being. The findings support the idea that the relationship of character with these outcomes is fully mediated by study-related factors. Study 5 was devoted to the analysis of a clinical population, students with specific learning disabilities. It emerged that such students showed higher creativity, but lower achievement, academic self-efficacy, and study resilience. However, it appeared that students with or without SLD reported similar associations between the intraindividual factors examined and the outcomes of interest (achievement, life satisfaction, and academic satisfaction), with a greater role of academic self-efficacy. Lastly, the intervention phase (Phase 3) consisted of a preregistered randomized controlled trial evaluating the efficacy and mechanisms of action of Mindfulness-Based Strengths Practice (MBSP) in a sample of students and workers. The preliminary results suggest that the intervention is effective in improving character strengths and mindfulness and reducing negative emotions. Furthermore, the impact of MBSP appeared to be fully mediated by the satisfaction of basic psychological needs, autonomy, above all. In conclusion, both general and specific variables seem to play a crucial role in supporting individuals and specifically students who must navigate stressful circumstances. Nurturing such variables can be an effective way to increase well-being and provide people with practical tools to face future challenges.