Developing a Mastery Goal Model Based on Character Strengths in Adolescents

Thisstudy aimed to explain the students’ mastery goal via character strengths based on the correlation method. In this research, 417 ninth grade students (213 girls and 204 boys), were selected by cluster sampling method and were asked to respond to  the Values in Action Inventory of Strength Scale of Park and Peterson, Goal Orientation of Elliott and McGregor, Schwarzer and Jerusalem's Self-Efficacy Scale, Achievement Value of Pintrich and his colleagues, Nemati's Responsibility, and Happiness Scale of lyubomirsky and Lepper. Findings showed that the assumed model has  an acceptable goodness of fit and the character strengths can explain the mastery goal. The indirect effects of the variables of character strengths, self-efficacy, responsibility, achievement value on mastery goal was also significant. There were no statistically significant differences between boys and girls in terms of output patterns based on Chi-square normalization value index, comparative fit index, the goodness of fit index, and root mean square. The results showed that the model of the mastery goal can be explained by character strengths through self-efficacy mediator variables, responsibility, the value of achievement, and happiness. Therefore, mastery goal model can be used in the education of high school students.