Objective: This study aimed to identify perceived antecedents of character strengths
among children aged 10–12 in Borazjan, Bushehr Province, Iran.
Methods and Materials: This exploratory qualitative study used manifest and latent
qualitative content analysis. Participants included eight child–parent–teacher triads from
non-profit primary schools, comprising 8 children aged 10–12, 8 parents, and 8 teachers.
Participants were selected through purposeful sampling. Semi-structured interviews
were conducted in the school counseling room, audio-recorded, transcribed verbatim,
and analyzed using MAXQDA-2020. Data analysis included meaning-unit identification,
condensation, coding, category development, and latent interpretation. Of 27 reviewed
interviews, 24 were included in the final analysis after exclusion of three interviews due
to insufficient parent or teacher cooperation. Seven interviews, approximately 30% of the
dataset and representing children, parents, and teachers, were independently coded by
two researchers. Trustworthiness was supported through triangulation, peer debriefing,
member checking, an audit trail, and consensus-based coding.
Findings: Four main antecedent domains and 23 initial codes were identified: Enjoyment
of Learning, Constructive Environmental Resources, Psychological Capital, and Significant
Others. Enjoyment of Learning included general knowledge, successful learning, schoolbased strength expression, and desire to keep others happy. Constructive Environmental
Resources involved learning resources, communication, competition, help-seeking,
calmness, and enabling conditions. Psychological Capital reflected acceptance of
differences, acceptance of mistakes, goal orientation, acceptance of failure, and
encouragement. Significant Others included parents, teachers, peers, and close
individuals through modeling, support, reinforcement, relational safety, and conflict
repair.
Conclusion: Children’s character strengths were perceived as context-se