The present study aimed to evaluate the impact of Strengths Gym (Proctor & Fox Eades, in Strengths gym: Year 8, Positive Psychology Research Centre, Pennsylvania, 2009; Proctor et al., in J Posit Psychol, 6:377–388, 2011)—an intervention based on the Values in Action (VIA; Peterson & Seligman in Character strengths and virtues: A handbook and classification, Oxford University Press, Oxford, 2004) classification of character strengths among Indian students. Participants in this classroom-based intervention were 121 students from grades 7 and 8 (Age = 11–13 years, M = 11.22 years, SD = 1.61, 53% male) from two schools in the National Capital Region of India. Using quasi-experimental design, participating classrooms in each school were randomized into intervention or control conditions. Intervention group engaged in 24 sessions—one corresponding to each character strength, spread over 12 weeks. All participants completed a questionnaire comprising measures of well-being, life satisfaction, happiness, affect, and self-esteem at pre- and post-test. Participants reported significant gains in happiness, life satisfaction, and positive affect at post-test. Findings suggest promising evidence for character strength interventions among Indian students, while also contributing to research evidence about cross-cultural relevance and validity of an existing intervention. Fostering character strengths and well-being among Indian students emerges as an area of tremendous importance in the face of the stressors and challenges faced by this demographic group in the present times.

本研究旨在评估力量体育馆的影响（Proctor＆Fox Eades，在力量体育馆：第8年，积极心理学研究中心，宾夕法尼亚州，2009年； Proctor等人，在J Posit Psychol，6：377–388，2011年）。 ）-基于“行动中的价值观”的干预措施（VIA； Peterson＆Seligman的《人格特长和优点：手册和分类》，牛津大学出版社，牛津，2004年）对印度学生的人格特质进行了分类。这项以课堂为基础的干预措施的参与者为121位来自7年级和8年级的学生（年龄= 11-13岁，M = 11.22岁，SD = 1.61，男53％）来自印度国家首都地区的两所学校。使用准实验设计，将每所学校的参与教室随机分为干预或控制条件。干预小组进行了24节课，每节课对应于每个角色的力量，为期12周。所有参与者都完成了一份问卷，包括在测验前和测验中的幸福感，生活满意度，幸福感，影响力和自尊心的量度。参加者报告说，在测试后，他们的幸福感，生活满意度和积极影响都得到了显着提高。研究结果为印度学生进行性格力量干预提供了有希望的证据，同时也为跨文化相关性和现有干预的有效性提供了研究证据。