The Covid-19 pandemic obliged people around the world to stay home and self-isolate, with a number of negative psychological consequences. This study focuses on the protective role of character strengths in sustaining mental health and self-efficacy during lockdown. Data were collected from 944 Italian respondents (mean age = 37.24 years, SD = 14.50) by means of an online survey investigating character strengths, psychological distress and Covid-19-related self-efficacy one month after lockdown began. Using principal component analysis, four strengths factors were extracted, namely transcendence, interpersonal, openness and restraint. Regression models with second-order factors showed that transcendence strengths had a strong inverse association with psychological distress, and a positive association with self-efficacy. Regression models with single strengths identified hope, zest, prudence, love and forgiveness as the strengths most associated with distress, love and zest as the most related to self-efficacy and zest to general mental health. Openness factor and appreciation of beauty showed an unexpected direct relation with psychological distress. These results provide original evidence of the association of character strengths, and transcendence strengths in particular, with mental health and self-efficacy in a pandemic and are discussed within the field of positive psychology.

Understanding the individual qualities sustaining students with and without specific learning disabilities (SLDs) is key to supporting their academic achievement and well-being. In this study, we investigated the differences between students with and without SLDs in terms of intraindividual factors (soft skills and study-related factors), academic and nonacademic outcomes (achievement, academic and life satisfaction), and the relationships between such intraindividual factors and the three outcomes. A total of 318 students (79 males; M _age = 22.7; SD = 3.56; age range = 19–45 years; 147 with SLDs) completed self-reported questionnaires and a measure of fluid intelligence. The results showed that students with SLDs reported higher creativity but lower academic self-efficacy, study resilience, and academic achievement, with small-to-medium effect sizes. In both groups, achievement significantly positively related to academic self-efficacy and negatively to creativity. Life satisfaction was positively related to study resilience; and academic satisfaction was related to critical thinking, curiosity, and academic self-efficacy. Nurturing such intraindividual factors can benefit students with and without SLDs.

The COVID-19 pandemic has brought negative and positive changes in the general population, with some people experiencing post-traumatic growth after the first wave. Little research has focused, how...

Identifying the correlates of competition anxiety is fundamental to athletes’ well-being and performance. Self-compassion is gaining attention in sport psychology because of its associations with positive outcomes, while repetitive negative thinking (i.e. worry and rumination) is associated with negative conditions, such as anxiety. Building on previous evidence in the general population of associations between self-compassion, repetitive negative thinking, and trait anxiety, we investigated these relations in athletes of different sports. A total of 263 athletes (Mage = 23.72, SD = 6.97, 141 males) completed scales measuring self-compassion, repetitive negative thinking, and trait competition anxiety. Regression models showed the effects of self-compassion and worry on concern (the cognitive component of anxiety), and of worry on somatic anxiety. Gender, number of competitions a year, and years of practice were also associated with trait competition anxiety. A subsequent mediation model revealed significant direct and indirect effects of self-compassion on anxiety, mediated by worry. Results are discussed theoretically and considering their practical implications for athletes.

The importance of social, emotional, and behavioral (SEB) skills is recognized worldwide, but their measurement has always been a challenge. The BESSI measures 32 SEB skills, divided into five domains (social engagement, cooperation, self-management, emotional resilience, and innovation), but its validity must be expanded to new languages and contexts. Across two studies (N₁ = 990, N₂= 824) we developed the Italian version of the BESSI, provided further support for its convergent and discriminant validity with the Big Five, and expanded its nomological network to procrastination, self-efficacy, and emotion regulation. The BESSI-I showed excellent internal reliability and satisfactory fit indices at the facet, domain, and overarching framework level. We also confirmed the correlations between the SEB skills and the Big Five personality traits and found meaningful correlations with the selected external outcomes. Overall, we confirm that the BESSI-I is a valid and useful instrument to assess SEB skills for research and clinical purposes.